At the onset of the COVID-19 pandemic, learner operating department practitioners (ODPs) were withdrawn from their clinical placements, thus removing their learning opportunities. This greatly affected their confidence and key knowledge. Staffordshire University adopted a blended learning approach to education for their Health and Social Care learners. This approach allowed the learners to attend campus for simulation sessions in small groups adhering toCOVID-19 guidelines of the University. This approach had some limitations; it identified a disparity in provision for those learners who were unable to attend in person due to isolating, shielding or home-schooling provisions. In response to this, we created a system using available technology to allow learners to actively participate in the simulation virtually. The virtual learners were included within the pre-brief, orientation to the equipment and surroundings, simulated sessions and post-simulation de-brief. The virtual learners were given objectives throughout the simulated session to ensure inclusivity and unity of direction, and were then included within the de-brief, which is arguably the most impactful phase of the simulation This project successfully allowed virtual learners who ordinarily would have missed the learning opportunity altogether to participate. Early feedback from the virtual learners proved this adaption successful; virtual learners reported feeling motivated and connected to the class. This approach could be adapted for future simulation sessions to ensure inclusivity for learners who are unable to attend campus.
BackgroundAlthough simulation is an effective learning tool that improves patient safety,1 the space, time and resources to achieve additional training for theatre staff are at a premium. Algorithms are routinely used to support patient safety in healthcare but the opportunity to learn them is rare.2 This presentation will provide insights into how the combination of in-situ team training (on a budget) was developed to improve patient safety in theatres.MethodologyTo facilitate improvements in the use of common algorithms in both paediatric and adult theatres, a simulation innovation was developed to allow the multi-disciplinary team (MDT) to train and rehearse ‘high risk, low frequency’ (HRLF) events together.3 This innovation generated the possibility to allow MDT teams to practice rare (HRLF) events in-situ. This innovation was developed with minimal funding and utilised theatre space when not in use.Intervention‘Train’: Related to the standard MDT training (e.g. basic and advanced life support).‘Rehearse’: The MDT were given the opportunity to rehearse rare HRLF events using in-situ simulation.‘Think’: Following simulation, all MDT members participated in a detailed debrief.‘Repeat’: Post-debrief, participants had the opportunity to repeat elements of the simulation to galvanise new learning. A further opportunity for participants to repeat the scenario is provided six months later, to demonstrate retention of skills and knowledge.Results/outcomesInitial evaluations will be presented including, cost analysis, simulation facilitator observations, participant feedback and impact. Key findings include changes in participant’s technical and non-technical skills, improved understanding and use of algorithms.Potential impactInitial findings indicate that this low cost in-situ simulation innovation improves the use of algorithms in theatre. By augmenting emergency algorithms and mandatory life support training, MDT members are able to ‘train, rehearse, think and repeat’: learning together in-situ to build resilience and confidence amidst the unpredictability of theatre practice.ReferencesDepartment of Health. A framework for technology enhanced learning. London: Department of Health, 2011Von Der Heyden M, Meissner K. Simulation in preclinical emergency medicine. Best Pract Res Clin Anaesthesiol 2015;29(1):61–68Chiniara G, Cole G, Brisbin K, Huffman D, Cragg B, Lamacchia M, Norman D. Simulation in healthcare: a taxonomy and conceptual framework for instructional design and media selection. Med Teach 2013;35(8):1380–1395
Introduction The existing delivery method for skills training is very task focused and delivered in large groups with limited time for actual ‘hands on’ practice of skills. Simulation was only included, sporadically, within the curriculum. Methods A questionnaire was designed to ascertain the student’s existing level of experience in skills and simulation, in addition to their opinion as to how effective the current method of delivery was in relation to a positive learning experience, and generation of knowledge. Their viewpoint was also sought as to any thoughts they may have in relation to changing the delivery of skills and simulation. Results The results demonstrated that, overall, there was a negative response from the students in relation to the current delivery of skills and simulation. Conclusion The study identified further areas for research in relation to the delivery and integration of skills and simulation within a pre-registration nursing curriculum. Key Words Nursing education, simulation-based education
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