Examining perceptions from in situ simulation-based training on interprofessional collaboration during crisis event management in post-anesthesia care

Villemure, Catherine; Georgescu, Leonardo; Tanoubi, Issam; Dubé, Jean-Nicolas; Chiocchio, François; Houle, Julie

doi:10.1080/13561820.2018.1538103

Cited by 23 publications

(50 citation statements)

References 39 publications

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“…Sixteen studies were observational; there was one prospective cohort study, five RCTs, and five quasi-experimental studies. Studies were conducted in adult and paediatric emergency and resuscitation teams and departments [ 69 , 71 , 82 , 96 – 105 ], paediatric and neonatal care [ 106 – 112 ], obstetric care [ 24 , 113 – 115 ], ICU [ 116 , 117 ], a post anaesthesia care unit [ 118 ] and a mental healthcare setting [ 2 ]. Where reported, ISS interventions were delivered over periods of one day to 18 months, with training lasting from 30 min to 3 h. Reported sample sizes ranged from 20—750 participants.…”

Section: Resultsmentioning

confidence: 99%

“…Performance scores Prospective cohort Quality assessment: moderate—good (3e) Van Schaik 2011 [ 103 ] (US) Interprofessional team training in Paediatric resuscitation to enhance self-efficacy among participants Paediatric 1. Confidence scores Prospective observational Quality assessment: moderate—good (3e) Villemure 2019 [ 118 ] (Canada) ISS training on interprofessional collaboration during crisis event management in post-anaesthesia care Post anaesthesia care unit 1. Collaboration scores 2.…”

Section: Resultsmentioning

confidence: 99%

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GENESISS 2—Generating Standards for In-Situ Simulation project: a systematic mapping review

et al. 2022

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Background In-situ simulation is increasingly employed in healthcare settings to support learning and improve patient, staff and organisational outcomes. It can help participants to problem solve within real, dynamic and familiar clinical settings, develop effective multidisciplinary team working and facilitates learning into practice. There is nevertheless a reported lack of a standardised and cohesive approach across healthcare organisations. The aim of this systematic mapping review was to explore and map the current evidence base for in-situ interventions, identify gaps in the literature and inform future research and evaluation questions. Methods A systematic mapping review of published in-situ simulation literature was conducted. Searches were conducted on MEDLINE, EMBASE, AMED, PsycINFO, CINAHL, MIDIRS and ProQuest databases to identify all relevant literature from inception to October 2020. Relevant papers were retrieved, reviewed and extracted data were organised into broad themes. Results Sixty-nine papers were included in the mapping review. In-situ simulation is used 1) as an assessment tool; 2) to assess and promote system readiness and safety cultures; 3) to improve clinical skills and patient outcomes; 4) to improve non-technical skills (NTS), knowledge and confidence. Most studies included were observational and assessed individual, team or departmental performance against clinical standards. There was considerable variation in assessment methods, length of study and the frequency of interventions. Conclusions This mapping highlights various in-situ simulation approaches designed to address a range of objectives in healthcare settings; most studies report in-situ simulation to be feasible and beneficial in addressing various learning and improvement objectives. There is a lack of consensus for implementing and evaluating in-situ simulation and further studies are required to identify potential benefits and impacts on patient outcomes. In-situ simulation studies need to include detailed demographic and contextual data to consider transferability across care settings and teams and to assess possible confounding factors. Valid and reliable data collection tools should be developed to capture the complexity of team and individual performance in real settings. Research should focus on identifying the optimal frequency and length of in-situ simulations to improve outcomes and maximize participant experience.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

GENESISS 2—Generating Standards for In-Situ Simulation project: a systematic mapping review

et al. 2022

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“…The self-administered reports allow for social desirability bias. It may raise questions about the degree to which the assessment tools accurately assess the studied constructs [ 17 ]. Our results could be due to trainees’ voluntary participation and the innovative nature of the teaching tool [ 18 ].…”

Section: Discussionmentioning

confidence: 99%

High-Fidelity Simulation-Based Education: Description of an Original Crisis Resource Management and Sedation Learning for Dental Surgeons

Tanoubi

Perron

Bélanger

et al. 2022

EJIHPE

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Dental surgery includes invasive procedures performed under sedation or monitored anesthesia care (MAC). It is associated with respiratory risks, resulting in death or neurological sequelae without prompt and appropriate management. Management of airway complications also implies mastering crisis resource management (CRM) principles, essentially non-technical skills to improve patient safety. In response to the need to enhance patient safety and to securely perform surgical procedures outside the operating room due to reduced surgical activity during the worldwide spread of the COVID-19 pandemic, we realized, in our simulation center, a course based on high fidelity simulation to teach procedural sedation and management of related complications. The simulation center accredited this educational program as a continuing professional development formation. The course includes technical skills practice, theoretical presentation, and mastering non-technical skills related to CRM principles. This brief report describes a relatively innovative teaching technique in dentistry, highlights its interest, and reports the subjective opinion of learners as to the pedagogical and professional impact of this training. A learner’s satisfaction survey supports the utility of our sedation and CRM programs. A high degree of satisfaction and perceived value reflect robust learners’ engagement. All medical specialties should encourage high-fidelity simulation continuing professional development courses that incorporate technical skills and crisis management principles.

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“…Communication is the most important element of teamwork and its use combined with the in situ simulation strategy has been investigated. 17 When deficient, communication delays the time for the intervention and is associated with a negative outcome for the patient. 18 In addition, CSD 1 reflects the professionals' feeling of concern regarding their outdated information about the service protocols.…”

Section: /12mentioning

confidence: 99%

In Situ Simulation in the Permanent Education of the Intensive Care Nursing Team

Malfussi

Nascimento

Baptista

et al. 2021

Texto contexto - enferm.

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Objective: to know the perception of nursing professionals about the in situ strategy in continuing education in intensive care. Method: a descriptive, exploratory and qualitative study, conducted with 15 nursing professionals from an Intensive Care Unit. Data was collected from December 2018 to February 2019, by means of semi-structured interviews, after in situ simulations that occurred in the work environment and involving two settings, one on septic shock and the other, cardiorespiratory arrest. For analysis, the collective subject discourse technique was applied using a software program. Results: from the 15 nursing professionals participating in the study, eight were nurses and seven were nursing technicians. Their age varied from 23 to 56 years old and their time in intensive care ranged from two months to 17 years. The in situ simulation was perceived as an opportunity to update and acquire professional knowledge, skills and competencies, especially for those without experience, favoring the gain of self-confidence, communication, decision-making and clinical reasoning. The simulated in situ strategy was also portrayed as a possibility of training in the professional practice and in real time, unlike traditional training, and also, as a safe environment to make mistakes of diverse magnitudes because it is a training setting. Conclusion: the professionals understand the in situ simulation as being valid for professional update and practical learning in a safe setting.

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Examining perceptions from in situ simulation-based training on interprofessional collaboration during crisis event management in post-anesthesia care

Cited by 23 publications

References 39 publications

GENESISS 2—Generating Standards for In-Situ Simulation project: a systematic mapping review

GENESISS 2—Generating Standards for In-Situ Simulation project: a systematic mapping review

High-Fidelity Simulation-Based Education: Description of an Original Crisis Resource Management and Sedation Learning for Dental Surgeons

In Situ Simulation in the Permanent Education of the Intensive Care Nursing Team

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