Does Multidisciplinary Team Simulation-Based Training Improve Obstetric Emergencies Skills?

Hernández, Encarna; Camacho, Marcos Antônio; Costa, César Leal; Ruzafa‐Martínez, María; Ramos-Morcillo, Antonio Jesús; Cazorla, Eduardo; Agea, José Luis Díaz

doi:10.3390/healthcare9020170

Cited by 16 publications

(15 citation statements)

References 19 publications

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“…The use of simulation as a multidisciplinary training strategy in contexts of emergencies has been successfully described [48][49][50], and our study corroborates the need for its implementation and its general use to work on all types of competences in a small amount of time.…”

Section: Discussionsupporting

confidence: 75%

Training with High Fidelity Simulation in the Care of Patients with Coronavirus—A Learning Experience in Native Health Care Multi-Professional Teams

et al. 2021

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The training of emergency and intensive care teams in technical and non-technical skills is fundamental. The general aim of this study was to evaluate the training of various professional teams with simulations based on the care of COVID-19 patients using Zone 3 simulations (native emergency medical services and intensive care units-ICU teams) in the Region of Murcia (Spain). A mixed pilot study was designed (qualitative/quantitative) comprised of three phases: Phase 1: detection of needs (focus groups), Phase 2: design of simulation scenarios, and Phase 3: training with high-fidelity simulation and evaluation of competences. The results were used to determine the real training needs of these health professionals, which were used to design four simulation scenarios in line with these needs. The team competences were evaluated before and after the training session, with increases observed after the training sessions, especially in non-technical skills such as communication. Training with zone 3 simulation, with multi-professional native emergency and intensive care teams who provided care to patients with coronavirus was shown to be an effective method, especially for training in non-technical skills. We should consider the training needs of the professionals before the start of any training program to stay one-step ahead of crisis situations.

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Section: Discussionsupporting

confidence: 75%

Training with High Fidelity Simulation in the Care of Patients with Coronavirus—A Learning Experience in Native Health Care Multi-Professional Teams

et al. 2021

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“…The available evidence supports the idea that interprofessional clinical simulation is fundamental for the training of teams [16,24,25]. Teamwork, coordination, communication, and good problem-solving abilities are fundamental non-technical skills of health professionals.…”

Section: Discussionmentioning

confidence: 79%

“…Despite the observations which indicate that interprofessional training with simulation significantly improved the competences of participants in health sciences [16], an in-depth analysis of the opinions of the participants is still needed which could help to improve the structure and the development of this type of learning, especially within the context of emergencies.…”

Section: Introductionmentioning

confidence: 99%

Improving interprofessional team simulation learning. One more step towards the humanization of health care in emergency situations

2021

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Interprofessional education refers to the collaboration of students from different disciplines towards the resolution of a series of clinical situations. The general objective of this study was to analyze the perspective of the participants in interprofessional simulations (doctors and nurses) in emergency situations. Qualitative study with an inductive approach for the identification of categories derived from the opinions provided by the participants in interprofessional simulations was conducted (n = 58). Individual open-ended questions were provided through a self-completed qualitative questionnaire. The answers were subjected to a descriptive content analysis. Three emergent themes, 13 categories and 21 sub-categories were obtained. Emotions-related aspects, strengths, and areas to be improved were identified with respect to the interprofessional simulations. The participants highlighted the great closeness to reality, they felt comfortable and confident, and their positive emotions had a greater weight than the negative ones (uncomfortableness, frustration, and insecurity). The most prominent positive aspects were teamwork, the realism of the training, and the empowerment of the nurses. The areas that could be improved were those related to aspects associated with carrying out the simulations, the demand for joint planning, and the improvements in the development of the sessions by the facilitators (co-debriefers). This work demonstrates the good reception of the learning experience by the participants. Interprofessional simulations are great learning tools, although weaknesses were found that could be improved with adequate planning by the educators.

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“…Both Students and university experts point out that IPE training at CUV is used to develop and train only specific techniques in a more theoretical way. During the investigation, we applied IPE and approached students’ learning needs with a more practical method: simulation [ 43 ]. Students need new learning methods that are more dynamic, interactive, and based on intrinsic motivation.…”

Section: Discussionmentioning

confidence: 99%

An Undergraduate Interprofessional Experience with Self-Learning Methodology in Simulation Environment (MAES©): A Qualitative Study

Fenzi

Agea

Pethick³

et al. 2022

Nursing Reports

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This article describes the impact that a Self-learning Methodology in Simulated Environments can have on Interprofessional Education within a Crisis Resource Management simulated scenario. We used a qualitative approach. It is divided into three phases: study and design, plan of action, and analysis and evaluation. During the first phase of the study, there emerged a poor use of Interprofessional Education in the nursing and medical degrees, and it became apparent that there was a need for an implementation. Due to the possibility for better training for both technical and non-technical skills within Crisis Resource Management, a simulation scenario within this setting has been established as a learning baseline objective. The technique used to develop the scenario in the second phase of the study was the Self-learning Methodology in Simulated Environments. Its structure, comprising six items, was previously demonstrated in the literature as appropriate for healthcare degree students. The main result of the third phase shows an overall acceptance of an Interprofessional Education within Self-learning Methodology in Simulated Environments during the practice of a Crisis Resource Management scenario. The integrated application of a Self-learning Methodology in Simulated Environments, Interprofessional Education, and Crisis Resource Management result in a synergistic combination that allows students to share knowledge, technical, and non-technical skills using an innovative learning method.

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Does Multidisciplinary Team Simulation-Based Training Improve Obstetric Emergencies Skills?

Cited by 16 publications

References 19 publications

Training with High Fidelity Simulation in the Care of Patients with Coronavirus—A Learning Experience in Native Health Care Multi-Professional Teams

Training with High Fidelity Simulation in the Care of Patients with Coronavirus—A Learning Experience in Native Health Care Multi-Professional Teams

Improving interprofessional team simulation learning. One more step towards the humanization of health care in emergency situations

An Undergraduate Interprofessional Experience with Self-Learning Methodology in Simulation Environment (MAES©): A Qualitative Study

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