Training in healthcare during and after COVID-19: proposal for simulation training

Abstract

INTRODUCTION: The challenge of facing COVID-19 falls under all health care structures, and without specific training to health care professionals they are probably the professionals with the highest level of exposure. Regardless of the level of health care, the training of professionals aims to optimize resources and attend patients while assuring quality and security. POINT OF VIEW: This report proposes simulation training for health care professionals to update professionals for attending patients during the pandemic. This training was built with five simulated stations, considering different stages of a patient with COVID-19. This report takes advantage of different simulation techniques, such as skills training, standardized patient, medium-and high-fidelity simulator, rapid cycle of deliberate practice, and in situ simulation. DISCUSSION: Medical procedures for COVID-19 patients offer additional risk for health care professionals, especially considering exposure to procedures that generate aerosols, such as compression, mask ventilation, and orotracheal intubation. Thus, finding educational strategies that allow training is essential to simulate the evolution of COVID-19 patients in a safe manner. CONCLUSION: Simulation has proven to be a useful and effective form of training around the world for training health teams on the front lines for patient care in COVID-19.

The Effect of Implementing COVID-19 Infection Control Precautions on Conducting Simulation-Based Training Activities

“…After the students return to onsite training, their appreciation of the activities has increased. They have started considering the role of teachers and the efficacy of simulation training on skills acquisition [ 17 , 19 - 20 ].…”

Assessment of the efficacy of a video-based hybrid teaching module of oxygen therapy and critical care area troubleshooting in nursing professionals managing COVID-19 patients

“…During the coronavirus disease 2019 (COVID-19) pandemic, institutions were suddenly burdened with the extra responsibility of rapidly training health-care workers (HCWs) and front-line workers for the management of covid patients. [ 1 2 ] Most of this training involved teaching high-risk critical procedures or skills related to airway, ventilator management, personal protection techniques, cardiopulmonary resuscitation, and so on. [ 2 ] This urgent training helped the HCWs, especially those who did not routinely work in critical areas with sick patients, become more confident, less apprehensive, and willing to take care of covid patients.…”

“…[ 1 2 ] Most of this training involved teaching high-risk critical procedures or skills related to airway, ventilator management, personal protection techniques, cardiopulmonary resuscitation, and so on. [ 2 ] This urgent training helped the HCWs, especially those who did not routinely work in critical areas with sick patients, become more confident, less apprehensive, and willing to take care of covid patients. [ 1 2 ] During this period, we observed a drastic change in the medical and nursing teaching techniques and strategies, with more focus being on simulation-based hands-on training.…”

“…[ 2 ] This urgent training helped the HCWs, especially those who did not routinely work in critical areas with sick patients, become more confident, less apprehensive, and willing to take care of covid patients. [ 1 2 ] During this period, we observed a drastic change in the medical and nursing teaching techniques and strategies, with more focus being on simulation-based hands-on training. [ 1 2 3 4 ] Other techniques included remote teaching modules like webinars, online audio/video vignettes, problem-based tutorials, and so on.…”

“…[ 1 2 ] During this period, we observed a drastic change in the medical and nursing teaching techniques and strategies, with more focus being on simulation-based hands-on training. [ 1 2 3 4 ] Other techniques included remote teaching modules like webinars, online audio/video vignettes, problem-based tutorials, and so on. [ 5 6 7 8 ]…”