BMJ Simulation and Technology Enhanced Learning, Nov 17, 2016
BackgroundClinical handover is an important aspect of patient care and medical education, as iden... more BackgroundClinical handover is an important aspect of patient care and medical education, as identified by trainee surveys. There is a need for robust, standardised handover systems. Situation, Background, Assessment and Recommendation (SBAR) is a communication and empowerment tool for standardised communication in healthcare. The purpose of this study was to evaluate the educational impact of a simulation-based educational session in clinical handover for trainees in psychiatry, using SBAR.MethodA 3-hour session for trainees in psychiatry was designed with the North West Simulation Education Network and took place at the North Western Deanery School of Psychiatry. Presession and postsession questionnaires were completed, followed by a 6-week follow-up questionnaire.ResultsA significant improvement in participants' confidence and skills was demonstrated following the teaching session. Qualitative feedback also highlighted improved clinical application of the SBAR tool. Following the session, trainees reported an improvement in their appreciation of the role of other professionals in the handover process and a sense of empowerment when liaising with senior colleagues.ConclusionsThe training session potentially improved patient care by giving trainees structure, confidence and empowerment when talking to other colleagues while handing over. This may also help to meet the training requirements of the various Royal College curricula. This is the first study, to the best of our knowledge, which has evaluated a simulation session specifically designed to develop handover skills for trainees in psychiatry.
Simulation in healthcare : journal of the Society for Simulation in Healthcare, Jun 1, 2011
: Massive anaphylactic reactions are rare but potentially life-threatening events. It is recogniz... more : Massive anaphylactic reactions are rare but potentially life-threatening events. It is recognized that there are concerns in both the immediate management and recognition of the condition. The report describes an innovative approach to develop a simple, low-cost device to simulate a rash on a mannequin as part of an education session. : A system was developed to allow a plastic sheet with surface-mounted light-emitting diodes to be placed under the mannequin's chest skin. The light-emitting diodes presence and intensity could be controlled remotely via a potentiometer. : Staff were initially surprised by the presence of a rash on the mannequin but very quickly used the presence of the rash to support a diagnosis of severe anaphylaxis. Participants appeared to have responded positively to these simulation- reinforced courses on acute anaphylaxis. : The development of a method to visually demonstrate a rash on a mannequin facilitated some of the educational goals of the course: the importance of skin changes in aiding the diagnosis of acute anaphylaxis and the importance of exposure of the skin of the patient.
Background It has been recognised for the need to include human factors based training for studen... more Background It has been recognised for the need to include human factors based training for students, trainees and as part of continuing professional development (NQB, 2013). The NWSEN has encouraged and developed region wide resources in a variety of setting to increase the awareness, uptake and develop skills in human factors. Description This has included e-learning resources, inclusion of human factors within simulation faculty development, developing a regional scenario library including scenarios with human factor learning outcomes, assisting in the development of in-situ drills, regional audits, communicating the potential of simulation to leads of organisations and working with partners from other high risk industries. These resources have been used in a variety of setting including secondary healthcare, mental health and general practice. Potential impact Evaluation of the various initiatives have indicated an increase in the awareness of human factor priniciples. Aditionally there has been an indication that individuals feel that the training has impacted positively on their clinical practice. Reference NQB (2013) Human Factors in healthcare A concordat from the National Quality Board. Retrieved from http://www.england.nhs.uk/wp-content/uploads/2013/11/nqb-hum-fact-concord.pdf
Background Simulation based learning is often used to address concerns around practical procedure... more Background Simulation based learning is often used to address concerns around practical procedures and more recently to improve awareness of human factor issues. Following the Francis and Berwick reports there has also been a focus of the inclusion of values based elements. Indeed, it has been suggested that the most likely reason why things go wrong is a failure of values-based practice (Fulford et al., 2012). A literature review was undertaken of simulation based sessions for Foundation Year Doctors and no evidence was found of these mutually inclusive elements being delivered together. Project Description The Collaborating Centre for Values-Based Practice in Health and Social Care, St Catherine’s College, Oxford and the North West Simulation Education Network, worked with a variety of regional and national experts to develop eleven scenarios that included specific learning outcomes on Evidence Based Practice, Values Based Practice and Human Factors. The scenarios were incorporated into a regional simulation pilot for Foundation Year Doctors. Eight sessions where run as part of the pilot for a total of twenty Foundation Year Doctors who all participated in two sessions. The aim was to have a degree of progression and development in the learning outcomes throughout the programme. Results The sessions were well received and demonstrated that it was indeed possible to deliver a programme that focussed on the symbiotic elements of Evidence Based Practice, Values Based Practice and Human Factors. It was recognised that additional underpinning educational material was required, for faculty and participants especially for the Human Factors and Values Based Practice. Initial knowledge in these areas was limited in the Foundation Year Doctors and a pre-learning introduction session, potentially as an online resource, would have been useful. Additionally such an area could be mirrored as a faculty resource to ensure faculty awareness. Conclusions Professor Eduardo Salas has previously stated that by just focussing on technical (evidence based) process there is a risk that we develop a ”team of experts and not an expert team” (Salas et al., 1997, p. 359) we propose that the delivery of a programme that includes Evidence Based Practice, Human Factors and Values Based Practice supports the development of a caring expert team. References . Fulford KWM, Peile E, Carroll H. Essential values-based practice: Clinical stories linking science with people 2012. Cambridge: Cambridge University Press. . Salas E, Cannon-Bowers J, Johnston J. 1997.
The delivery of world class palliative care dying requires the workforce to have substantial tech... more The delivery of world class palliative care dying requires the workforce to have substantial technical knowledge, clinical skill & excellent communication skills. To develop, pilot and evaluate an MDT simulation course focused on care in the last days of life. The bespoke course consisted of e-learning & a study day focusing on 4 scenarios simulating the last days of life in a hospital setting. It was piloted on 2 occasions. Evaluation included pre & post course questionnaires & thematic analysis of post course focus group interviews. Twelve participants completed the training and 11 participated in focus groups immediately following the training. Participants were overwhelmingly positive about the course, valuing the realism, small group size, & MDT nature of the training. Feedback and the opportunity for reflection including video recording were also highly valued. Participants were fairly knowledgeable & held generally positive perceptions of caring for dying patients prior to th...
Background It has been recognised that there is significant variability in access to simulation-b... more Background It has been recognised that there is significant variability in access to simulation-based learning for foundation doctors across the North West of England, with some organisations not providing any. In a bid to remove this inequality a simulation-based programme for foundation doctors was developed to encourage employing hospital trusts to increase their activity. The proposed course was piloted at a representative acute teaching hospital site. Methodology A triangulated learning needs analysis was undertaken. This included a literature review, a survey sent to all North West foundation year doctors asking them to suggest useful scenarios and aggregated clinical incident data involving foundation doctors in the UK for the last ten years. The identified content was then mapped to the Foundation Programme curriculum and resources developed for a program of four sessions, two sessions for each year. Resources included scenarios, simulated patient briefings and diagnostics including blood tests and ECGs. Sessions were preferentially delivered utilising simulated patients rather than a manikin unless this was impractical such as in a defibrillation scenario. Scenarios were peer reviewed and evidence based on a regional template and preceded a debriefing based on a learning discussion. Pilot sessions were evaluated through a combination of pre- and post-learning questionnaires using validated metrics that looked at participant satisfaction, self-assessed confidence, change in knowledge and attitudes. Results Eight sessions were facilitated at the pilot site for a total of twenty foundation doctors who all attended both sessions. All participants agreed they had learnt from the sessions. Whilst the sample size was relatively small it was still possible to demonstrate a statistically significant increase of knowledge in certain areas. The underpinning knowledge in some of the areas was recognised as poor and it was felt that some pre-learning would have assisted in maximising learning opportunities. Additionally because of the topics involved such pre-learning could be made available for more novice faculty. Conclusions The pilot was well received and seemed an achievable programme that could significantly reduce the burden on local trusts looking to develop a foundation simulation programme. It is hoped that this will improve equity of access to simulation based learning opportunities and promote patient safety across the North West of England.
The purpose of this systematic review is to identify, critically appraise and synthesize publishe... more The purpose of this systematic review is to identify, critically appraise and synthesize published literature pertaining to the utility of distance simulation to deliver (cardio-pulmonary resuscitation CPR) training. For the context of this review, the utility of distance simulation within CPR training will be explored in terms of effectiveness, acceptance, and cost of distance simulation for CPR training.
The term ‘Simulated Patient’ (SP) commonly refers to people trained to portray the role of a pati... more The term ‘Simulated Patient’ (SP) commonly refers to people trained to portray the role of a patient, relative, carer or co-worker in healthcare education.1 This project aimed to develop, pilot and evaluate a bespoke, evidence-based training programme for Trainers and SPs in the North West of England. The regional SP Programme incorporates the ‘SP Train-The-Trainer’ (SP3T) and ‘Train-The-SP’ (2TSP) e-learning and workshops. A pragmatic, mixed-methods design facilitated a comprehensive exploration of the SP Programme. University ethical approval was obtained. Data collection methods included: A regional survey (n = 89 from 24 different organisations) Electronic evaluation questionnaire featuring open and closed questions; SP3T (n = 18) and 2TSP (n = 34) SP3T participant focus groups (n = 18) to explore course delivery methods and resources Usability testing of the SP Database and SP Passport in healthcare organisations (n = 5). The survey identified variances in SP terminology, recruitment, payment, contracts, risk assessment, training and quality assurance procedures. Survey findings were used to develop the SP Common Framework and SP3T package.2 The SP3T package2 was positively reviewed by all pilot participants (SP trainers). The depth of information and content was considered appropriate for novice and experienced simulation facilitators. The 2TSP package3 was found to be stimulating, useful, flexible, and provided a good level of activity. SP Database testing confirmed usability in organisations with diverse IT infrastructures. The SP Passport was valued to track, record and monitor SP training and involvement. The SP Programme is now implemented throughout the region. The SP Common Framework and SP Programme are designed to empower simulation trainers to effectively work with SPs in education and training, thus promoting educational excellence. It is envisaged that engagement with well-trained SPs will improve education for the health and social care workforce and ultimately lead to improvements in patient safety and public engagement. References Nestel D, Bearman M. Chapter 1: Introduction to simulated patient methodology. In: Nestel D, Bearman M, eds. Simulated patient methodology: theory, evidence and practice. West Sussex: Wiley Blackwell, 2015:1–4. Gough S, Greene L, Nestel D, Hellaby M, MacKinnon R, Natali A, Roberts S, Tuttle N, Webster B. Simulated patients: a standardised, quality assured approach to training and implementation. Final Project Report. Manchester: Health Education North West, 2015. Greene L, Gough S. Simulated Patients: blending performing arts pedagogy and healthcare education. Final Project Report. Manchester: Health Education North West, 2015.
BMJ Simulation and Technology Enhanced Learning, 2016
BackgroundClinical handover is an important aspect of patient care and medical education, as iden... more BackgroundClinical handover is an important aspect of patient care and medical education, as identified by trainee surveys. There is a need for robust, standardised handover systems. Situation, Background, Assessment and Recommendation (SBAR) is a communication and empowerment tool for standardised communication in healthcare. The purpose of this study was to evaluate the educational impact of a simulation-based educational session in clinical handover for trainees in psychiatry, using SBAR.MethodA 3-hour session for trainees in psychiatry was designed with the North West Simulation Education Network and took place at the North Western Deanery School of Psychiatry. Presession and postsession questionnaires were completed, followed by a 6-week follow-up questionnaire.ResultsA significant improvement in participants' confidence and skills was demonstrated following the teaching session. Qualitative feedback also highlighted improved clinical application of the SBAR tool. Following...
Background It has been recognised for the need to include human factors based training for studen... more Background It has been recognised for the need to include human factors based training for students, trainees and as part of continuing professional development (NQB, 2013). The NWSEN has encouraged and developed region wide resources in a variety of setting to increase the awareness, uptake and develop skills in human factors. Description This has included e-learning resources, inclusion of human factors within simulation faculty development, developing a regional scenario library including scenarios with human factor learning outcomes, assisting in the development of in-situ drills, regional audits, communicating the potential of simulation to leads of organisations and working with partners from other high risk industries. These resources have been used in a variety of setting including secondary healthcare, mental health and general practice. Potential impact Evaluation of the various initiatives have indicated an increase in the awareness of human factor priniciples. Aditionall...
Background Practical methods for facilitating process improvement are needed to support high qual... more Background Practical methods for facilitating process improvement are needed to support high quality, safe care. How best to specify (identify and define) process improvements – the changes that need to be made in a healthcare process – remains a key question. Methods for doing so collaboratively, rapidly and remotely offer much potential, but are under-developed. We propose an approach for engaging diverse stakeholders remotely in a consensus-building exercise to help specify improvements in a healthcare process, and we illustrate the approach in a case study. Methods Organised in a five-step framework, our proposed approach is informed by a participatory ethos, crowdsourcing and consensus-building methods: (1) define scope and objective of the process improvement; (2) produce a draft or prototype of the proposed process improvement specification; (3) identify participant recruitment strategy; (4) design and conduct a remote consensus-building exercise; (5) produce a final specific...
ABSTRACT Background: Despite recognition of the need to embed patient safety within undergraduate... more ABSTRACT Background: Despite recognition of the need to embed patient safety within undergraduate healthcare education, there are limited examples of how this has been achieved within physiotherapy. The purpose of this regional initiative was to develop a course and teaching resources to support Higher Education Institutions in the United Kingdom (UK) when embedding the World Health Organization (WHO) multiprofessional patient safety curriculum into undergraduate healthcare education. Objectives: In this pilot study, researchers assessed the impact of the interprofessional simulation-based education (IPSE) course on students’ perceptions of interprofessional learning and patient safety post-course, and explored the participants’ perceived application of knowledge and skills 3 months later. Methods: A sequential mixed-methods evaluation was conducted, including pre- and post-course readiness for Interprofessional Learning Scale (RIPLS) questionnaires and two course evaluation questionnaires featuring open and closed items (administered immediately post-course and 3 months later). Participants included undergraduate physiotherapy, medical, nursing, and pharmacy students. Results: The IPSE course enabled students to develop an appreciation of each other’s professional roles and particularly their individual and collaborative practices that may positively impact upon patient safety. Post-course students reported being able to influence patient safety through an increased application of their ability to identify errors and influence their colleagues’ practices, thus impacting directly upon patient safety. Conclusion: This paper provides an evaluation of an innovative method of providing interprofessional patient safety learning and teaching opportunities within undergraduate healthcare curricula.
Abstract
Background Clinical handover is an important aspect of patient care and medical educati... more Abstract
Background Clinical handover is an important aspect of patient care and medical education, as identified by trainee surveys. There is a need for robust, standardised handover systems. Situation, Background, Assessment and Recommendation (SBAR) is a communication and empowerment tool for standardised communication in healthcare. The purpose of this study was to evaluate the educational impact of a simulation-based educational session in clinical handover for trainees in psychiatry, using SBAR.
Method A 3-hour session for trainees in psychiatry was designed with the North West Simulation Education Network and took place at the North Western Deanery School of Psychiatry. Presession and postsession questionnaires were completed, followed by a 6-week follow-up questionnaire.
Results A significant improvement in participants' confidence and skills was demonstrated following the teaching session. Qualitative feedback also highlighted improved clinical application of the SBAR tool. Following the session, trainees reported an improvement in their appreciation of the role of other professionals in the handover process and a sense of empowerment when liaising with senior colleagues.
Conclusions The training session potentially improved patient care by giving trainees structure, confidence and empowerment when talking to other colleagues while handing over. This may also help to meet the training requirements of the various Royal College curricula. This is the first study, to the best of our knowledge, which has evaluated a simulation session specifically designed to develop handover skills for trainees in psychiatry.
BMJ Simulation and Technology Enhanced Learning, Nov 17, 2016
BackgroundClinical handover is an important aspect of patient care and medical education, as iden... more BackgroundClinical handover is an important aspect of patient care and medical education, as identified by trainee surveys. There is a need for robust, standardised handover systems. Situation, Background, Assessment and Recommendation (SBAR) is a communication and empowerment tool for standardised communication in healthcare. The purpose of this study was to evaluate the educational impact of a simulation-based educational session in clinical handover for trainees in psychiatry, using SBAR.MethodA 3-hour session for trainees in psychiatry was designed with the North West Simulation Education Network and took place at the North Western Deanery School of Psychiatry. Presession and postsession questionnaires were completed, followed by a 6-week follow-up questionnaire.ResultsA significant improvement in participants' confidence and skills was demonstrated following the teaching session. Qualitative feedback also highlighted improved clinical application of the SBAR tool. Following the session, trainees reported an improvement in their appreciation of the role of other professionals in the handover process and a sense of empowerment when liaising with senior colleagues.ConclusionsThe training session potentially improved patient care by giving trainees structure, confidence and empowerment when talking to other colleagues while handing over. This may also help to meet the training requirements of the various Royal College curricula. This is the first study, to the best of our knowledge, which has evaluated a simulation session specifically designed to develop handover skills for trainees in psychiatry.
Simulation in healthcare : journal of the Society for Simulation in Healthcare, Jun 1, 2011
: Massive anaphylactic reactions are rare but potentially life-threatening events. It is recogniz... more : Massive anaphylactic reactions are rare but potentially life-threatening events. It is recognized that there are concerns in both the immediate management and recognition of the condition. The report describes an innovative approach to develop a simple, low-cost device to simulate a rash on a mannequin as part of an education session. : A system was developed to allow a plastic sheet with surface-mounted light-emitting diodes to be placed under the mannequin's chest skin. The light-emitting diodes presence and intensity could be controlled remotely via a potentiometer. : Staff were initially surprised by the presence of a rash on the mannequin but very quickly used the presence of the rash to support a diagnosis of severe anaphylaxis. Participants appeared to have responded positively to these simulation- reinforced courses on acute anaphylaxis. : The development of a method to visually demonstrate a rash on a mannequin facilitated some of the educational goals of the course: the importance of skin changes in aiding the diagnosis of acute anaphylaxis and the importance of exposure of the skin of the patient.
Background It has been recognised for the need to include human factors based training for studen... more Background It has been recognised for the need to include human factors based training for students, trainees and as part of continuing professional development (NQB, 2013). The NWSEN has encouraged and developed region wide resources in a variety of setting to increase the awareness, uptake and develop skills in human factors. Description This has included e-learning resources, inclusion of human factors within simulation faculty development, developing a regional scenario library including scenarios with human factor learning outcomes, assisting in the development of in-situ drills, regional audits, communicating the potential of simulation to leads of organisations and working with partners from other high risk industries. These resources have been used in a variety of setting including secondary healthcare, mental health and general practice. Potential impact Evaluation of the various initiatives have indicated an increase in the awareness of human factor priniciples. Aditionally there has been an indication that individuals feel that the training has impacted positively on their clinical practice. Reference NQB (2013) Human Factors in healthcare A concordat from the National Quality Board. Retrieved from http://www.england.nhs.uk/wp-content/uploads/2013/11/nqb-hum-fact-concord.pdf
Background Simulation based learning is often used to address concerns around practical procedure... more Background Simulation based learning is often used to address concerns around practical procedures and more recently to improve awareness of human factor issues. Following the Francis and Berwick reports there has also been a focus of the inclusion of values based elements. Indeed, it has been suggested that the most likely reason why things go wrong is a failure of values-based practice (Fulford et al., 2012). A literature review was undertaken of simulation based sessions for Foundation Year Doctors and no evidence was found of these mutually inclusive elements being delivered together. Project Description The Collaborating Centre for Values-Based Practice in Health and Social Care, St Catherine’s College, Oxford and the North West Simulation Education Network, worked with a variety of regional and national experts to develop eleven scenarios that included specific learning outcomes on Evidence Based Practice, Values Based Practice and Human Factors. The scenarios were incorporated into a regional simulation pilot for Foundation Year Doctors. Eight sessions where run as part of the pilot for a total of twenty Foundation Year Doctors who all participated in two sessions. The aim was to have a degree of progression and development in the learning outcomes throughout the programme. Results The sessions were well received and demonstrated that it was indeed possible to deliver a programme that focussed on the symbiotic elements of Evidence Based Practice, Values Based Practice and Human Factors. It was recognised that additional underpinning educational material was required, for faculty and participants especially for the Human Factors and Values Based Practice. Initial knowledge in these areas was limited in the Foundation Year Doctors and a pre-learning introduction session, potentially as an online resource, would have been useful. Additionally such an area could be mirrored as a faculty resource to ensure faculty awareness. Conclusions Professor Eduardo Salas has previously stated that by just focussing on technical (evidence based) process there is a risk that we develop a ”team of experts and not an expert team” (Salas et al., 1997, p. 359) we propose that the delivery of a programme that includes Evidence Based Practice, Human Factors and Values Based Practice supports the development of a caring expert team. References . Fulford KWM, Peile E, Carroll H. Essential values-based practice: Clinical stories linking science with people 2012. Cambridge: Cambridge University Press. . Salas E, Cannon-Bowers J, Johnston J. 1997.
The delivery of world class palliative care dying requires the workforce to have substantial tech... more The delivery of world class palliative care dying requires the workforce to have substantial technical knowledge, clinical skill & excellent communication skills. To develop, pilot and evaluate an MDT simulation course focused on care in the last days of life. The bespoke course consisted of e-learning & a study day focusing on 4 scenarios simulating the last days of life in a hospital setting. It was piloted on 2 occasions. Evaluation included pre & post course questionnaires & thematic analysis of post course focus group interviews. Twelve participants completed the training and 11 participated in focus groups immediately following the training. Participants were overwhelmingly positive about the course, valuing the realism, small group size, & MDT nature of the training. Feedback and the opportunity for reflection including video recording were also highly valued. Participants were fairly knowledgeable & held generally positive perceptions of caring for dying patients prior to th...
Background It has been recognised that there is significant variability in access to simulation-b... more Background It has been recognised that there is significant variability in access to simulation-based learning for foundation doctors across the North West of England, with some organisations not providing any. In a bid to remove this inequality a simulation-based programme for foundation doctors was developed to encourage employing hospital trusts to increase their activity. The proposed course was piloted at a representative acute teaching hospital site. Methodology A triangulated learning needs analysis was undertaken. This included a literature review, a survey sent to all North West foundation year doctors asking them to suggest useful scenarios and aggregated clinical incident data involving foundation doctors in the UK for the last ten years. The identified content was then mapped to the Foundation Programme curriculum and resources developed for a program of four sessions, two sessions for each year. Resources included scenarios, simulated patient briefings and diagnostics including blood tests and ECGs. Sessions were preferentially delivered utilising simulated patients rather than a manikin unless this was impractical such as in a defibrillation scenario. Scenarios were peer reviewed and evidence based on a regional template and preceded a debriefing based on a learning discussion. Pilot sessions were evaluated through a combination of pre- and post-learning questionnaires using validated metrics that looked at participant satisfaction, self-assessed confidence, change in knowledge and attitudes. Results Eight sessions were facilitated at the pilot site for a total of twenty foundation doctors who all attended both sessions. All participants agreed they had learnt from the sessions. Whilst the sample size was relatively small it was still possible to demonstrate a statistically significant increase of knowledge in certain areas. The underpinning knowledge in some of the areas was recognised as poor and it was felt that some pre-learning would have assisted in maximising learning opportunities. Additionally because of the topics involved such pre-learning could be made available for more novice faculty. Conclusions The pilot was well received and seemed an achievable programme that could significantly reduce the burden on local trusts looking to develop a foundation simulation programme. It is hoped that this will improve equity of access to simulation based learning opportunities and promote patient safety across the North West of England.
The purpose of this systematic review is to identify, critically appraise and synthesize publishe... more The purpose of this systematic review is to identify, critically appraise and synthesize published literature pertaining to the utility of distance simulation to deliver (cardio-pulmonary resuscitation CPR) training. For the context of this review, the utility of distance simulation within CPR training will be explored in terms of effectiveness, acceptance, and cost of distance simulation for CPR training.
The term ‘Simulated Patient’ (SP) commonly refers to people trained to portray the role of a pati... more The term ‘Simulated Patient’ (SP) commonly refers to people trained to portray the role of a patient, relative, carer or co-worker in healthcare education.1 This project aimed to develop, pilot and evaluate a bespoke, evidence-based training programme for Trainers and SPs in the North West of England. The regional SP Programme incorporates the ‘SP Train-The-Trainer’ (SP3T) and ‘Train-The-SP’ (2TSP) e-learning and workshops. A pragmatic, mixed-methods design facilitated a comprehensive exploration of the SP Programme. University ethical approval was obtained. Data collection methods included: A regional survey (n = 89 from 24 different organisations) Electronic evaluation questionnaire featuring open and closed questions; SP3T (n = 18) and 2TSP (n = 34) SP3T participant focus groups (n = 18) to explore course delivery methods and resources Usability testing of the SP Database and SP Passport in healthcare organisations (n = 5). The survey identified variances in SP terminology, recruitment, payment, contracts, risk assessment, training and quality assurance procedures. Survey findings were used to develop the SP Common Framework and SP3T package.2 The SP3T package2 was positively reviewed by all pilot participants (SP trainers). The depth of information and content was considered appropriate for novice and experienced simulation facilitators. The 2TSP package3 was found to be stimulating, useful, flexible, and provided a good level of activity. SP Database testing confirmed usability in organisations with diverse IT infrastructures. The SP Passport was valued to track, record and monitor SP training and involvement. The SP Programme is now implemented throughout the region. The SP Common Framework and SP Programme are designed to empower simulation trainers to effectively work with SPs in education and training, thus promoting educational excellence. It is envisaged that engagement with well-trained SPs will improve education for the health and social care workforce and ultimately lead to improvements in patient safety and public engagement. References Nestel D, Bearman M. Chapter 1: Introduction to simulated patient methodology. In: Nestel D, Bearman M, eds. Simulated patient methodology: theory, evidence and practice. West Sussex: Wiley Blackwell, 2015:1–4. Gough S, Greene L, Nestel D, Hellaby M, MacKinnon R, Natali A, Roberts S, Tuttle N, Webster B. Simulated patients: a standardised, quality assured approach to training and implementation. Final Project Report. Manchester: Health Education North West, 2015. Greene L, Gough S. Simulated Patients: blending performing arts pedagogy and healthcare education. Final Project Report. Manchester: Health Education North West, 2015.
BMJ Simulation and Technology Enhanced Learning, 2016
BackgroundClinical handover is an important aspect of patient care and medical education, as iden... more BackgroundClinical handover is an important aspect of patient care and medical education, as identified by trainee surveys. There is a need for robust, standardised handover systems. Situation, Background, Assessment and Recommendation (SBAR) is a communication and empowerment tool for standardised communication in healthcare. The purpose of this study was to evaluate the educational impact of a simulation-based educational session in clinical handover for trainees in psychiatry, using SBAR.MethodA 3-hour session for trainees in psychiatry was designed with the North West Simulation Education Network and took place at the North Western Deanery School of Psychiatry. Presession and postsession questionnaires were completed, followed by a 6-week follow-up questionnaire.ResultsA significant improvement in participants' confidence and skills was demonstrated following the teaching session. Qualitative feedback also highlighted improved clinical application of the SBAR tool. Following...
Background It has been recognised for the need to include human factors based training for studen... more Background It has been recognised for the need to include human factors based training for students, trainees and as part of continuing professional development (NQB, 2013). The NWSEN has encouraged and developed region wide resources in a variety of setting to increase the awareness, uptake and develop skills in human factors. Description This has included e-learning resources, inclusion of human factors within simulation faculty development, developing a regional scenario library including scenarios with human factor learning outcomes, assisting in the development of in-situ drills, regional audits, communicating the potential of simulation to leads of organisations and working with partners from other high risk industries. These resources have been used in a variety of setting including secondary healthcare, mental health and general practice. Potential impact Evaluation of the various initiatives have indicated an increase in the awareness of human factor priniciples. Aditionall...
Background Practical methods for facilitating process improvement are needed to support high qual... more Background Practical methods for facilitating process improvement are needed to support high quality, safe care. How best to specify (identify and define) process improvements – the changes that need to be made in a healthcare process – remains a key question. Methods for doing so collaboratively, rapidly and remotely offer much potential, but are under-developed. We propose an approach for engaging diverse stakeholders remotely in a consensus-building exercise to help specify improvements in a healthcare process, and we illustrate the approach in a case study. Methods Organised in a five-step framework, our proposed approach is informed by a participatory ethos, crowdsourcing and consensus-building methods: (1) define scope and objective of the process improvement; (2) produce a draft or prototype of the proposed process improvement specification; (3) identify participant recruitment strategy; (4) design and conduct a remote consensus-building exercise; (5) produce a final specific...
ABSTRACT Background: Despite recognition of the need to embed patient safety within undergraduate... more ABSTRACT Background: Despite recognition of the need to embed patient safety within undergraduate healthcare education, there are limited examples of how this has been achieved within physiotherapy. The purpose of this regional initiative was to develop a course and teaching resources to support Higher Education Institutions in the United Kingdom (UK) when embedding the World Health Organization (WHO) multiprofessional patient safety curriculum into undergraduate healthcare education. Objectives: In this pilot study, researchers assessed the impact of the interprofessional simulation-based education (IPSE) course on students’ perceptions of interprofessional learning and patient safety post-course, and explored the participants’ perceived application of knowledge and skills 3 months later. Methods: A sequential mixed-methods evaluation was conducted, including pre- and post-course readiness for Interprofessional Learning Scale (RIPLS) questionnaires and two course evaluation questionnaires featuring open and closed items (administered immediately post-course and 3 months later). Participants included undergraduate physiotherapy, medical, nursing, and pharmacy students. Results: The IPSE course enabled students to develop an appreciation of each other’s professional roles and particularly their individual and collaborative practices that may positively impact upon patient safety. Post-course students reported being able to influence patient safety through an increased application of their ability to identify errors and influence their colleagues’ practices, thus impacting directly upon patient safety. Conclusion: This paper provides an evaluation of an innovative method of providing interprofessional patient safety learning and teaching opportunities within undergraduate healthcare curricula.
Abstract
Background Clinical handover is an important aspect of patient care and medical educati... more Abstract
Background Clinical handover is an important aspect of patient care and medical education, as identified by trainee surveys. There is a need for robust, standardised handover systems. Situation, Background, Assessment and Recommendation (SBAR) is a communication and empowerment tool for standardised communication in healthcare. The purpose of this study was to evaluate the educational impact of a simulation-based educational session in clinical handover for trainees in psychiatry, using SBAR.
Method A 3-hour session for trainees in psychiatry was designed with the North West Simulation Education Network and took place at the North Western Deanery School of Psychiatry. Presession and postsession questionnaires were completed, followed by a 6-week follow-up questionnaire.
Results A significant improvement in participants' confidence and skills was demonstrated following the teaching session. Qualitative feedback also highlighted improved clinical application of the SBAR tool. Following the session, trainees reported an improvement in their appreciation of the role of other professionals in the handover process and a sense of empowerment when liaising with senior colleagues.
Conclusions The training session potentially improved patient care by giving trainees structure, confidence and empowerment when talking to other colleagues while handing over. This may also help to meet the training requirements of the various Royal College curricula. This is the first study, to the best of our knowledge, which has evaluated a simulation session specifically designed to develop handover skills for trainees in psychiatry.
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Papers by Mark Hellaby
Background Clinical handover is an important aspect of patient care and medical education, as identified by trainee surveys. There is a need for robust, standardised handover systems. Situation, Background, Assessment and Recommendation (SBAR) is a communication and empowerment tool for standardised communication in healthcare. The purpose of this study was to evaluate the educational impact of a simulation-based educational session in clinical handover for trainees in psychiatry, using SBAR.
Method A 3-hour session for trainees in psychiatry was designed with the North West Simulation Education Network and took place at the North Western Deanery School of Psychiatry. Presession and postsession questionnaires were completed, followed by a 6-week follow-up questionnaire.
Results A significant improvement in participants' confidence and skills was demonstrated following the teaching session. Qualitative feedback also highlighted improved clinical application of the SBAR tool. Following the session, trainees reported an improvement in their appreciation of the role of other professionals in the handover process and a sense of empowerment when liaising with senior colleagues.
Conclusions The training session potentially improved patient care by giving trainees structure, confidence and empowerment when talking to other colleagues while handing over. This may also help to meet the training requirements of the various Royal College curricula. This is the first study, to the best of our knowledge, which has evaluated a simulation session specifically designed to develop handover skills for trainees in psychiatry.
Background Clinical handover is an important aspect of patient care and medical education, as identified by trainee surveys. There is a need for robust, standardised handover systems. Situation, Background, Assessment and Recommendation (SBAR) is a communication and empowerment tool for standardised communication in healthcare. The purpose of this study was to evaluate the educational impact of a simulation-based educational session in clinical handover for trainees in psychiatry, using SBAR.
Method A 3-hour session for trainees in psychiatry was designed with the North West Simulation Education Network and took place at the North Western Deanery School of Psychiatry. Presession and postsession questionnaires were completed, followed by a 6-week follow-up questionnaire.
Results A significant improvement in participants' confidence and skills was demonstrated following the teaching session. Qualitative feedback also highlighted improved clinical application of the SBAR tool. Following the session, trainees reported an improvement in their appreciation of the role of other professionals in the handover process and a sense of empowerment when liaising with senior colleagues.
Conclusions The training session potentially improved patient care by giving trainees structure, confidence and empowerment when talking to other colleagues while handing over. This may also help to meet the training requirements of the various Royal College curricula. This is the first study, to the best of our knowledge, which has evaluated a simulation session specifically designed to develop handover skills for trainees in psychiatry.