James Schuster-Bruce, Eleanor Crossley, David Peters, Ananth Sathyanath, Daghni Rajasingam, Venu Shylaja, Irfan Syed, Raj Lakhani
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Data were collected at two district general hospitals in the United Kingdom using 5-point Likert scales hosted on electronic surveys Thematic analysis was performed of participant voice notes, strategic meeting notes and transcripts of interviews between key informants.</p>\n </section>\n \n <section>\n \n <h3> Evaluation</h3>\n \n <p>There were 17 participants. Ten were from site A (59%), with the remainder being from site B (41%) and covered a range of roles within the theatre team. Participants found the take-5 theatre brief helpful (median Likert 5) and felt that it would benefit themselves (median Likert 5) as well as the team (median Likert 5) and that it fitted into the day easily (median Likert 4). There was a high demand, no financial investment was required and overall it was easy to implement; however, it became challenged in theatre lists that were late to start.</p>\n </section>\n \n <section>\n \n <h3> Implication</h3>\n \n <p>The take-5 theatre brief is an acceptable initiative for these two operating theatre teams.</p>\n </section>\n </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 4","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The ‘take-5 theatre brief’: Group mindfulness practice for operating theatre teams\",\"authors\":\"James Schuster-Bruce, Eleanor Crossley, David Peters, Ananth Sathyanath, Daghni Rajasingam, Venu Shylaja, Irfan Syed, Raj Lakhani\",\"doi\":\"10.1111/tct.13735\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>A surgical team works in a high-performance environment and is exposed to stress. 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The ‘take-5 theatre brief’: Group mindfulness practice for operating theatre teams
Background
A surgical team works in a high-performance environment and is exposed to stress. Mindfulness practice is evidenced to reduce symptoms of stress, as well as burnout, which is high amongst health workers. The operating theatre is unique, with many job-roles, needs and time-critical tasks. It is plausible that group mindfulness may benefit the surgical team. This evaluates the take-5 theatre brief, consisting of a ‘check-in’ and short breathwork, when used by two surgical teams as part of the regular theatre team brief.
Approach
The take-5 theatre brief was evaluated using domains of acceptability and implementation. Data were collected at two district general hospitals in the United Kingdom using 5-point Likert scales hosted on electronic surveys Thematic analysis was performed of participant voice notes, strategic meeting notes and transcripts of interviews between key informants.
Evaluation
There were 17 participants. Ten were from site A (59%), with the remainder being from site B (41%) and covered a range of roles within the theatre team. Participants found the take-5 theatre brief helpful (median Likert 5) and felt that it would benefit themselves (median Likert 5) as well as the team (median Likert 5) and that it fitted into the day easily (median Likert 4). There was a high demand, no financial investment was required and overall it was easy to implement; however, it became challenged in theatre lists that were late to start.
Implication
The take-5 theatre brief is an acceptable initiative for these two operating theatre teams.
期刊介绍:
The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.