BMJ Simulation & Technology Enhanced Learning最新文献

{"title":"O10 Simulation from a distance. an online simulation programme for final year medical students","authors":"Z. Wellbelove, Diana Kluczna, D. Wright, O. Charlton, G. Barlow, S. Oliver","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.10","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.10","url":null,"abstract":"Introduction COVID19 has significantly impacted undergraduate medical education. At Hull York Medical School, the elective period for fifth-year students was cancelled and a seven-week online distance learning course was developed and initiated, focusing on key learning outcomes. Our aim was to incorporate live simulation to add an interactive element to online fifth-year teaching. Methods We wrote and recorded immersive 360-degree scenarios tailored to learning outcomes for the week. These focused on the assessment, investigation, and management of an unwell patient. The scenarios were delivered as small group teaching sessions through online meeting software weekly for seven weeks. Clinical teaching fellows guided sessions, encouraging participation, the application of knowledge and progression of clinical reasoning. Quantitative and qualitative feedback was collected after every session and pre/post course evaluation was conducted. A Likert scale from 1 to 5 was used to subjectively assess student’s confidence in the assessment and management of acutely unwell patients. Results The number of students participating in the online simulation course ranged from 127 to 149; 84 to 136 completed the surveys each week. 95.8% of students reported virtual simulation as a beneficial form of learning. Of those, 60.4% stated virtual simulations complemented other forms of teaching and 39.6% felt that simulations were more beneficial. Mean confidence rating improved from 3.52 to 4.12 for assessment and 2.89 to 3.68 for management of acutely unwell patients (p-value Discussion and Conclusion Online simulation was a valuable learning resource to final year medical students at the Hull York Medical School during their distance learning block. It improved the student’s confidence in the assessment and management of acutely unwell patients and provided an interactive educational experience that helped prepare them for hospital placements. Delivering simulation in small groups online is a novel teaching method that can be used in line with social distancing measures and can be developed further for both undergraduate and postgraduate education.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"24 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88335624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG124 Creation of a regional simulation course and scenario bank for internal medicine trainees","authors":"D. Bagg, N. Finneran, Anand Pankhania","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.172","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.172","url":null,"abstract":"Background The new Internal Medicine Training (IMT) Stage 1 curriculum mandated skills lab and simulation training for the first time1. Whilst simulation-based education is used widely in many other specialties, it is not a widely used teaching modality for medical trainees2. There is a lack of understanding among some physicians about simulation therefore most Trusts in region were not in a position to offer high quality simulation training to their IMTs. Summary of Work A one day course was created, covering technical and non-technical skills, directly mapped to the IMT curriculum. Themes included anaphylaxis, asthma and handover, hypoglycaemia and mistakes/duty of candour, recognition of deterioration and ceiling of care decisions, as well as breaking bad news. In addition to participating in their current role, trainees also assumed roles of more junior doctors, nurses and healthcare assistants after a pre-brief to ensure they were comfortable stepping outside their usual position. Following this, a scenario bank was created to share with Trusts within the region to ensure local delivery and consistency. Summary of Results Almost all IMTs in region booked places, however the covid-19 pandemic forced the final two courses to be cancelled. The scenarios were based on real patients and in particular, the medication error scenario was co-created with a senior pharmacist to ensure accuracy and realism. The delivery of this scenario was changed after initial feedback indicated it had been a little complex; feedback after the change was very positive. All participants reported that their confidence had improved in the topics covered and would recommend the course to colleagues. The feedback was overwhelmingly positive, even from IMTs who had negative perceptions of simulation prior to attending. Assuming different roles was highlighted as a positive aspect as they were able to gain greater appreciation for their colleagues. Discussion, Conclusions, Recommendations This regional course has allowed IMTs to develop confidence in both technical and non-technical skills, as well as provide standardised, high quality training. Trusts are being supported to deliver the created scenarios locally, which will hopefully ensure sustainable simulation for IMTs going forwards. References Joint Royal Colleges of Physicians Training Board, (2019a) Curriculum for Internal Medicine Stage 1 Training, Available at: https://www.jrcptb.org.uk/sites/default/files/IM_Curriculum_Sept2519.pdf (Accessed 23/08/2020). Joint Royal Colleges of Physicians Training Board and Health Education England, ( 2016) Enhancing UK Core Medical Training through simulation-based education: an evidence-based approach, Available at: https://www.jrcptb.org.uk/sites/default/files/HEE_Report_FINAL.pdf (Accessed 22/08/2020).","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"5 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88564587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG43 Gamification for human factors – using an interactive gaming strategy to build human factor capability in health and social care","authors":"Gil Smith","doi":"10.1136/bmjstel-2020-aspihconf.91","DOIUrl":"https://doi.org/10.1136/bmjstel-2020-aspihconf.91","url":null,"abstract":"Introduction Failings in human factors, is the most common cause of adverse incidents in healthcare. Ineffective hand-off communication is recognised as a critical patient safety problem; an estimated 80% of serious medical errors involve miscommunication between caregivers during the transfer of patients. There is no ‘one thing’ that will address human factor failings- its multi-factorial with multiple interventions. The ‘Gamification for Human Factors’ project deploys the application of gamification approach to human factor learning and skills in health and social care. Gamification in training is the process of applying gaming designs and concepts in order to make learning processes more engaging, entertaining and interactive. The game mechanics, story, and media act as reinforcements to learning goals. The aim of the project is to extend the reach of access of Human Factor training. The Game is accessible by App via mobile phone devices. Method Quality Improvement and Agile design methodologies have been adopted; along with multi-disciplinary team input. Phase 1 of the project - the development of the gamification strategy, requirements specification, characters and stories which form the basis of the design; was carried out in partnership between the Northern Health and Social Care Trust and the University of Ulster. Phase 2 is the conversion of the initial development work into an App suitable for commercial release. Main Themes: Majuri et al. (2018) review of 128 empirical research papers focussed on the application of gamification to assist with education and learning. The most common gamification elements found in these studies was achievement and progression - designed to allow users to track their progress and improve upon their previous performance. Discussion The Gamification for Human Factors App is based around the journey of a patient and his interactions with the health and care system. As ‘gamers’ travel through the different levels of the game, they complete ‘missions’ and follow the patient9s experience. As the patient journey unfolds it exposes ‘gamers’ to learning centred around DuPont’s Dirty Dozen – the 12 most common human factor elements which degrade a person’s ability for them to perform effectively and safely, leading to errors. To progress to each new mission ‘gamers’ must answer a series of questions, testing knowledge and reinforcing their learning of human factors. On completion of missions ‘gamers’ are awarded badges and rewards – increasing motivation to learn. The App also provides links to additional learning resources and useful human factor references. References Joint Commission on Accreditation of Healthcare Organisations, August 2020, Volume 3, Issue 8. Joint Commission Perspectives Majuri, et al., 2018. Gamification of Education and Learning: A Review of Empirical Literature.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"138 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77447930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PP2 Multiprofessional airway training: a crucial component of safe teamworking in obstetrics","authors":"M. Aldridge, B. Gupta, C. Dowse","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.22","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.22","url":null,"abstract":"Background Airway management during emergency obstetric anaesthesia is associated with higher rates of difficulty and failed intubation.1 This occurs in a high-intensity team setting and involves multiple professional groups. Although team training is used successfully for other obstetric scenarios, this does not commonly cover airway emergencies.2 We aimed to introduce regular simulation-based multiprofessional training at University Hospitals Bristol and Weston NHS Foundation Trust specifically designed to encourage team working during airway emergencies in obstetrics. In particular we aimed to identify and reduce the impact of latent safety threats by using in-situ simulation. Summary of Work We identified regular 45-minute sessions to fit with existing staff training to allow attendance by multiple professions when theatre usage was minimal. Obstetricians, midwives, theatre practitioners and anaesthetists were invited to attend, and the sessions were held in the emergency obstetric theatres. The simulated scenario involved both ‘Can’t Intubate Can Oxygenate’ and ‘Can’t Intubate Can’t Oxygenate’ events during an emergency caesarean section, culminating in scalpel cricothyroidotomy on an improvised front-of-neck trainer. The scenario was specifically designed to involve multiple professional groups, with an emphasis on good teamworking and communication which was further developed through post-simulation debriefing. Summary of Results Over 2 pilot sessions there were 10 participants from the multiple professional groups and feedback was positive. In particular non-anaesthetists commented on the benefits of simulating an airway emergency they were otherwise unfamiliar with. Specific areas for discussion included the importance of making team-based decisions in advance regarding failed airway management (i.e. proceed vs. abandon procedure), and the importance of good visibility of the emergency intubation checklist and protocols in the obstetric theatres. This has led to relevant cognitive aids being attached to the video laryngoscopes used in airway emergencies. Discussion and Conclusions Multiprofessional obstetric airway training appears to be well received and beneficial to all participants. In particular our sessions benefited from the in-situ setting and input from multiple professional groups. We have written a training pack designed to allow easy replication of this session, and intend to run this on a regular basis. Materials have been designed to support facilitation by individuals less experienced in simulation-based education, and we hope to empower others from multiple professional groups to deliver this in future. Recommendations Similar training should form an essential component of wider obstetric team training, and could be facilitated by any member of the multiprofessional team with appropriate support and experience. References Cook TM, Woodall N, Frerk C. A national survey of the impact of NAP4 on airway management practice in","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"9 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87558410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PP15 Can simulation fill the gap in transgender medical education for healthcare professionals?","authors":"Daniel Kostić, N. Kaushal, Phil Gurnett, Lauren Philpott, L. Moore","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.34","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.34","url":null,"abstract":"Background The Transgender Equality report found that transgender people encounter significant problems in using NHS services, due to staff attitudes and their lack of knowledge and understanding.1 Equality legislation in the UK prohibits discrimination of individuals based on their gender identity and yet the NHS is not ensuring zero tolerance of transphobic behaviour.1 2 Therefore it is vital that we fill this gap in educating healthcare professionals on responding to the needs of patients who identify as transgender. Summary of Work A survey was sent out to all staff at Darent Valley Hospital (DVH) in June 2020 enquiring about their experiences with the transgender community. The authors of this paper received LGBTQ+ basic awareness training. Following this, we created a transgender simulation scenario in which the transgender woman who hasn’t fully transitioned presents with signs and symptoms of testicular torsion. The scenario was firstly run for Foundation Year 1 doctors in our simulation suite, and then run in our Emergency Department as an in-situ simulation for the Emergency Department staff. Both verbal and written feedback was collected from the simulation sessions. Summary of Results 57 staff responded to the survey, with 41 of them (72%) stating that they had previous experience with treating transgender patients. 79% of the participants said that they had never had any teaching about transgender awareness in a medical context, or had accessed any e-learning modules on the subject. The simulation was well received and comments included ‘the scenario was really useful to highlight the differences in medical problems transgender people may face due to the medications they may be taking’, and ‘it is really important for junior doctors to experience working with transgender people to ensure they are aware of how important it is to make the patient comfortable’. Discussion and Conclusions Our results showed that many of the staff at DVH had experience with transgender patients but most of them had never had any sort of education on how best to care for them and meet their specific needs. The feedback from our simulation scenarios was overwhelmingly positive, and showed that there is clearly an appetite for education on transgender issues and this has been neglected somewhat by the NHS so far. Reference House of Commons Women and Equalities Committee ( 2016). Transgender equality: First report of session 2015-2016, London: The Stationery Office (HC390). Available at www.publications.parliament.uk/pa/cm201516/cmselect/cmwomeq/390/39003.htm#_idTextAnchor216 (Last accessed 13/07/20) UK Government ( 2010). Equality Act. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents (Last accessed 13/07/20)","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87710039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"O3 Reliability and feasibility of the team emergency assessment measure (TEAM) for self- and external rating of teamwork in paediatric interprofessional simulation","authors":"E. Wooding, T. Gale, V. Maynard","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.3","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.3","url":null,"abstract":"Introduction/Background Teamwork training for acute healthcare professionals is a recognised priority for risk reduction associated with improved team performance and improved clinical outcomes for patients.1The Team Emergency Assessment Measure (TEAM) is validated as an objective teamwork rating tool for real-life resuscitations, where teamwork is scored across multiple domains using observed behaviours and scored with an overall impression of teamwork performance using a global rating scale.2 The literature suggests a gap for comparing participant self-rating in interprofessional simulation with multiple external rater scores.3 Methods Validity evidence supporting the use of TEAM to assess self- and external rating of teamwork in 15 interdisciplinary paediatric in situ simulations was evaluated. 77 healthcare professionals were recruited across multiple disciplines in 2 hospitals. Using TEAM, participants self-rated their team’s performance in simulation scenarios contemporaneously; two external raters also retrospectively rated all simulations. Interrater reliability, internal consistency of the instrument, intraclass correlation coefficients, effect and generalisability analysis were calculated, and feedback was collated from all raters to explore feasibility. Results Older participant raters gave higher total TEAM scores (P=0.001), as did nurses over doctors (P=0.05). Linear modelling demonstrated that the association between participant rater age and score given was cumulative. Good correlation was noted between the total TEAM score and the Global Score for participant and external raters. The total TEAM score demonstrated superior intraclass correlation coefficient for external raters compared to the global score. There was moderate agreement between external and participant raters which was significant (P Discussion, Conclusions and Recommendations The TEAM tool is a reliable self-rating tool for multiple raters in paediatric interprofessional teams, where it is used by at least 6 external raters or 9 or more self-raters. Nurses and older participants rate team performance more highly. The TEAM tool demonstrated good or very good internal consistency across the majority of items and the TEAM total score was the more reliable measure, rather than the Global Rating Score. It is best suited for formative feedback to support team development. Further research to establish its suitability for self-rating of team performance in the clinical environment, or amongst smaller teams is warranted. References Siassakos D, Bristowe K, Draycott TJ, Angouri J, Hambly H, Winter C, et al. Clinical efficiency in a simulated emergency and relationship to team behaviours: A multisite cross-sectional study. BJOG: An International Journal of Obstetrics and Gynaecology 2011;118(5):pp. 596–607. doi: 10.1111/j.1471-0528.2010.02843.x. Cooper S, Cant R, Connell C, Sims L, Porter JE, Symmons M, et al. Measuring teamwork performance: validity testing of the team emerg","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"62 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91152372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG2 ‘Where’s the arrest? where’s the IO?’- Integrating anaesthetic and paediatric teams in theatres","authors":"Lucine Nahabedian, S. Nightingale, A. Copeman, Abigail Akita, B. Olojede","doi":"10.1136/bmjstel-2020-aspihconf.51","DOIUrl":"https://doi.org/10.1136/bmjstel-2020-aspihconf.51","url":null,"abstract":"Background Main theatres are located on the floor below the paediatric department in our hospital trust. Due to the infrequent use of paediatric intraosseous (IO) needles and proximity to the paediatric department, paediatric IOs are not kept in theatres. In the event of a cardiac arrest, the paediatric team brings a ‘grab’ bag containing an IO. A clinical case where the paediatric team realised that they neither had access to, nor were orientated within theatres, prompted this simulated case. Summary of work We ran a multi-professional, inter-specialty in-situ simulation, where a 2 year old develops hypoxia following tonsillectomy leading to a cardiac arrest (figure 1). Primary bleeding is the most common cause of hypotension in the immediate post-tonsillectomy period (Hessen Soderman et al, 2011). Blood clots forming in the post tonsillar space can compromise patency of the airway. Tonsillectomy is commonly performed in our hospital, and so we chose to use this as a cause of hypoxic cardiac arrest for the simulation. The scenario involved a live cardiac arrest call to summon the paediatric team, and a ‘no access’ situation where an IO was required. The main focus was to integrate as a team, and test the logistics of getting the arrest team to the right place with the right equipment. We used a diamond debrief model to debrief and asked for written feedback containing a rating scale and free text responses. Summary of Results There were 7 candidates of different grades and roles. The feedback gained was overwhelmingly positive. All candidates scored the session as a 10/10 (excellent) in the domains of being useful, having relevant content, teaching quality and overall satisfaction. Just over half (57%) described that this session made them more confident on the subject, with the remainder being unsure. Candidates commented about how the simulation highlighted important points about team working and equipment. Discussions, Conclusions, Recommendations This simulation highlighted the importance of identifying where specific equipment is kept. In this case, the latent threats that were identified have led to changes such as stocking an IO in theatres and having a poster visible with directions to the nearest IOs. The anaesthetic and paediatric teams were able to gain a greater understanding of the part that they play in paediatric cardiac arrests and we aim to run this scenario again once changes have been made. Reference Hessen Soderman AC, Ericsson E, Hemlin C, Hultcrantz E, Mansson I, Roos K, Stalfors J. Reduced risk of primary postoperative hemorrhage after tonsil surgery in Sweden: results from the National Tonsil Surgery Register in Sweden covering more than 10 years and 54,696 operations. The Laryngoscope 2011 Nov;121(11):2322–6.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90729403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG64 Simulation-indian nurse educator’s perspective","authors":"Princy Fernando, N. Jagadeesh, S. Avudiappan, Nalini Somasundaram","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.112","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.112","url":null,"abstract":"Background Clinical simulations are gaining more attention in healthcare education. Simulation in nursing education provides students and nurses, the ability to create realistic clinical scenarios, develop effective technical and non-technical skills, and practice rare emergency and problem-based clinical situations.1 Professional and regulatory organizations have begun to accept simulation assubstitution for some clinical placements.2 Though simulation based education (SBE) is expanding, more rigorous research is needed to validate this pedagogy and assess its acceptance among educators. Summary of Work The study aims to assess theperception of nurse educators on SBEbefore and after a faculty development program. A two day workshop on simulation was conducted for 50 nurse educators from 15institutions in India to enhance their competence in applying SBE to achieve learning objectives. The day one schedule had theoretical session on basics of simulation and debriefing, demonstration session on SBE, small group simulation activity on communication, history collection and management of cardiac arrest. On the second day participants were divided into six groups to develop skill to create simulation scenarios, prepare and implement SBE sessions followed by debrief and feedback.Data on perception towards SBE were collected at two points; beginning and end of the workshop using a 26 item self-administered 5-point Likert scale, graded from strongly disagree to strongly agree.Higher score indicated higher level of perception. Summary of Results Out of 50 participants, 10 were educators in hospital and 40 were faculty in nursing colleges. The pretest and posttest mean± SD score of perception on SBE was 101.00 ± 8.94 and 116.92 ± 10.78 respectively. The 12 hours FDP significantly increased the perception of educators on SBE (Mean difference=15.92, paired t value=14.30, P=0.001). Significant difference in percentage increase from pretest to posttest were seen in these items: SBE improves patient safety (52%), makes learning easier (58%), develops clinical skills (64%), minimizes stressful learning environment (60%) and better than bedside teaching (46%). Discussion, Conclusion and Recommendation Nurse educators are responsible to prepare competent nurses for future. Today, with technology playing a prominent role, nurse educators must be equipped with updated skills in simulation. When using simulation, high positive teacher perceptions are necessary for successful incorporation of this pedagogy in the curriculum. Participants’ feedback indicates that workshop enhanced educators’ competence to incorporate SBE in nursing. This study has provided substantiation that FDPs will enhance the perception related to SBE and generate receptiveness of educators to integrate simulation in nursing curriculum. References Fanning RM, Gaba DM. The role of debriefing in simulation-based learning. Simul Healthcare 2007; Summer;2(2):115–125. doi:10.1097/SIH.0b013e3180315539 W","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"26 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78229831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PG109 A practical opportunity for staff within the simulation services department to conduct a peer review day whilst practicing deliver and implementation of high fidelity simulation","authors":"A. McNutt","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.157","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.157","url":null,"abstract":"A peer review course for Simulation staff. On the 16th of March 2020 in light of the ever escalating effects of Covid 19, all non-essential education/training was scaled back within University Hospitals Bristol and Weston (UHBW). The staff and resources associated with the Simulation services department were subsequently tasked with delivering and supporting core training around upskilling current staff, inducting new staff and how to correctly use PPE. Subsequently we concentrated on a more focused teaching program centred on covid-centric issues. Thus for a period of approximately four months our usual simulation based programs were reduced, limiting the opportunities to design, deliver and debrief high fidelity simulation. The idea for the faculty peer review course came about as an opportunity for the core staff within Simulation services to practice the high fidelity simulation based education we previously had been delivering.1 The course was designed to let the simulation service educators and technicians practice delivering complex simulation scenarios to a pre-selected group of candidates that had prior experience of simulation. Two sets of candidates were asked to take part, one set coming from the Adult Emergency Department of the BRI and other coming from the Paediatric Emergency department in the Bristol Children’s hospital. The Simulation services staff were organised into 3 groups of faculty. Each group was responsible for delivering a simulation utilizing either the adult or paediatric emergency department teams. The scenarios were written and facilitated by Simulation Services faculty and the candidates were also debriefed by the same faculty. This course gives the ability for both paediatric and adult multidisciplinary teams to immerse themselves in high quality and high fidelity simulation for a half a day with the faculty debriefing themselves during the second half of the day [2]. The day was well received by both the ED candidates and the staff within Simulation services. We were able to utilize techniques and equipment which we had not used since February. It also gave the staff and faculty within simulation services the chance to work together as a MD team and learn from each other’s practice. For future courses we hope to expand the candidate pool from a single department into a rotation of hospital departments, providing large scenario based simulations to a variety of hospital staff whilst also challenging the Simulation services faculty in their expertise around facilitation, debriefing and technical areas. Reference https://publons.com/blog/how-to-write-a-peer-review-practical-templates-expert-examples-and-free-training-courses/ https://www.associationofcoachingsupervisors.com/community/articles/47/what-is-reflective-practice","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"17 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78428567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"O14 Human factors and ergonomics in the COVID19 era – learning from ICU, COVID wards and ED through the application of the (SEIPS) systems engineering initiative for patient safety model","authors":"Gil Smith","doi":"10.1136/BMJSTEL-2020-ASPIHCONF.14","DOIUrl":"https://doi.org/10.1136/BMJSTEL-2020-ASPIHCONF.14","url":null,"abstract":"Introduction There is extensive learning to be harvested in respect of how to better support the physical, cognitive and organisational work of health and social care staff in the COVID-19 crisis. As part of COVID-19 learning, and to inform the ‘Service Reset’ Programme; the Northern Health and Social Care Trust in Northern Ireland undertook a more in-depth analysis of human factors and ergonomic adaptations in ICU, ED and COVID wards. Method In-situ application of the SEIPS Model (Systems Engineering Initiative for Patient Safety), in ICU, ED and COVID wards, by a Quality Improvement and Human Factors Practitioner, during June 2020. Placing the person at the centre, the analysis looks at the Technology and Tools, Tasks, Organisation and Environment which surrounds them. The ICU featured in the analysis relocated 3 times over a period of 3 months in preparedness for COVID response – increasing capacity from 7 to 20 beds, absorbing 120 redeployed staff, and at the height of the COVID surge was the busiest ICU in Northern Ireland. Summary Results The analysis explores the application of the model to gather learning associated with roles, experience, organisation of work, the application of tools and technologies, environmental changes, the speed of adaptation and human factor interventions deployed to reduce cognitive load and improve staff and patient safety. Discussion and Conclusions The outcome of the analysis provides practical learning on environmental and task design to support ‘work as done’ as opposed to ‘work as imagined’. This learning is now being adopted into a new ICU facility and informing response to any subsequent COVID-19 waves. The key learning points are: Some skills are more readily transferable to new roles than others COVID–19 response has strengthened team working and broken down barriers of silo–based working Those with more exposure to improvement science and rapid cycles of change found rapid adaptation less stressful Just–In–Time in–situ training using simulation for PPE use and infection prevention control is robust model for acquisition of new skills System and task design with the aim of reducing cognitive load is imperative – including flow through the Unit, configuration of bays, positioning of equipment, storage, use of visual ques, and application of appropriate technologies and tools. It is possible to apply simple human factor interventions to improve team working and communication within the context of challenging PPE environment. References Smith and Carayon, 1989, 1995 (Carayon and Smith, 2000). The SEIPS Model, Balance Theory of Job Design. Holden RJ, et al.SEIPS 2.0: A human factors framework for studying and improving the work of healthcare professionals and patients. Ergonomics 2013;56(11):1669–1686. Chartered Institute of Ergonomics and Human Factors, 2020. Learning from Adverse Incidents.","PeriodicalId":44757,"journal":{"name":"BMJ Simulation & Technology Enhanced Learning","volume":"5 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75210312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}