Board 229 - Program Innovations Abstract A Novel In-Situ to Simulation Based Multidisciplinary Curriculum to Improve Intraoperative Resuscitation Skills. (Submission #669)

Patel, Shivani; Koka, Rahul; Shaffner, H; Gentry, Carol; Saletnik, Laurie; Dodson, Adam; Njoku, Dolores B.

doi:10.1097/01.sih.0000441494.86874.8c

Cited by 1 publication

(5 citation statements)

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“…Skills were either chosen by carrying out needs assessment surveys for the staff prior to simulation design or taken with the guidance of resources such as the pediatric resuscitation practical approach or pediatric perioperative cardiac arrest registry. 12 , 13 , 23 , 28 …”

Section: Resultsmentioning

confidence: 99%

“…Simulation has been used in a number of different specialties within medicine, the most common being resuscitation skills. [11][12][13]15,[22][23][24][25][26][27][28] Other specialties included obstetrics and gynecology, midwifery, anesthesiology and mental health.…”

Section: Settingmentioning

confidence: 99%

“…27 Skills were either chosen by carrying out needs assessment surveys for the staff prior to simulation design or taken with the guidance of resources such as the pediatric resuscitation practical approach or pediatric perioperative cardiac arrest registry. 12,13,23,28 Simulations in the Obstetrics and Gynecology specialty took place in labor rooms, inpatient rooms, postnatal wards, operating theatres or in one case in a separate room. 20,21,26,30 Most studies focused on common obstetric emergencies.…”

Section: Settingmentioning

confidence: 99%

“…19 Non-anesthetists practiced sedation skills in pediatric emergency settings. 32 A study in a mental health triage ward focused on medically deteriorating patients in a mental health setting, choosing priority training needs for the staff with scenarios such as respiratory distress, diabetic • Paediatric ED 1,12,13,16,22,23,27,28,32 • Adult ED 11,18,24,25,29, • Neonatal resuscitation 39 • Obstetrics and gynaecology 20,21,26,30,31 • Mental health 33 • Neurology 37 • ICU 35 • Anaesthetics 17,32 • Primary care 34 • General 14,36 Aim • Low-fidelity 11,27 • Medium fidelity 13 • High-fidelity 15,33,39 • Multi-centre design 12,22,23,25,34,36,39 Scheduling…”

Section: Settingmentioning

confidence: 99%

“…• No evaluation 27,28 • Instructors during simulation watching 11,15,[24][25][26] • video recorded and assessed 16,29,39 • pre-post simulation survey 12,13,18,[21][22][23]30,34,35,37 • interviews or focus groups 31,33 • measured quality improvement 11,33 • assessed technique 17,19,32 • post simulation knowledge or confidence test 21,38 • comparing two methods of simulation…”

Section: Designmentioning

confidence: 99%

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<p>The Use of in situ Simulation in Healthcare Education: Current Perspectives</p>

Martin

Cross

Attoe

2020

AMEP

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In situ simulation is the practice of using simulated scenarios in a clinical environment itself rather than in training facilities to promote learning and improved clinical care. The use of in situ simulation has been increasingly used to train healthcare staff in dealing with emergencies, resuscitation and clinical skills. The aim of this study is to provide an overview of the themes, perspectives and approaches to in situ simulation for educational purposes with healthcare staff. The literature search included studies describing and evaluating in situ simulations with an educational component. We carried out a narrative synthesis and extracted data on the clinical setting, the simulation purpose, design, evaluation method and impact. In situ simulation has proved useful in a range of different specialties for skills improvement and team development. Simulation design ranges in terms of fidelity, duration and topic. No specific design has shown to be the most efficient. However, adopting a design that fits into the specific centers resources, educational needs and clinical demands is the most important consideration.

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