Identifying patient deterioration: Using simulation and reflective interviewing to examine decision making skills in a rural hospital

Endacott, Ruth; Scholes, Julie; Cooper, Simon; McConnell-Henry, Tracy Ellen; Porter, Joanne E.; Missen, Karen; Kinsman, Leigh; Champion, R.H.

doi:10.1016/j.ijnurstu.2011.11.018

Cited by 26 publications

(31 citation statements)

References 30 publications

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“…As in previous studies,15 17 participants appeared anxious throughout the scenarios, especially as the patient deteriorated, with a significant decline in the consistency of observations and variation from recognised protocols. This has implications for clinical practice where it is likely that performance decrements will be apparent with requirements for training and performance feedback.…”

Section: Discussionsupporting

confidence: 69%

Managing patient deterioration: assessing teamwork and individual performance

et al. 2012

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Despite a satisfactory knowledge base, the application of knowledge was low with notable performance deficits in these demanding and stressful situations. The identification and management of patient deterioration needs to be taught in professional development programmes incorporating high fidelity simulation techniques. The Team Emergency assessment tool proved to be a valid measure of team performance in patient deterioration scenarios.

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Section: Discussionsupporting

confidence: 69%

Managing patient deterioration: assessing teamwork and individual performance

et al. 2012

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“…Hart et al (2014) confirm this as they found that good clinical reasoning skills were associated with perceived self-confidence and overall experience, and these nurses were able to initiate interventions following identification of deterioration. Endacott et al (2012) explored clinical judgement and decision-making skills using simulated deterioration scenarios and reflective interviews among nurses in a rural hospital. Their findings indicate that nurses who scored highly conducted thorough systematic assessments of the patient, including a history, correlating with longer service as a nurse.…”

Section: Clinical Judgementmentioning

confidence: 99%

Non-technical skills required to recognise and escalate patient deterioration in acute hospital settings

Large

Aldridge

2018

Nursing Management

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Recognising patient deterioration is a vital nursing role. Observation based on vital signs and early warning scores are mandatory for all adult patients in acute hospital care and are the first steps in identifying deterioration. However, they rely on users' understanding of the significance of the results they find and their ability to escalate to senior colleagues if necessary. This article examines the non-technical skills nurses require to recognise and escalate patient deterioration. Itexplores and analyses the literature on this topic and suggests there is a need for greater focus on situational awareness in nurse training and in healthcare in general, as this is linked to improved patient safety.

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“…Secondary roles in scenarios are commonly performed by trained (sometimes paid) actors, playing an opponent or relevant "other" (such as a simulated patient; Paquette, Bull, Wilson & Dreyfuss, 2010). Casting of secondary roles is regularly delimited to teachers (McAllister, Searl & Davies, 2013), faculty members (Mavis, Turner, Lovell & Wagner, 2006), alumni (Alfes, 2013), retired professionals (Paquette et al 2010), or actors from local theatres (Endacott et al 2012;Brown, Doohan & Shellenberger, 2005). A common practice in vocational training is also that students, whether at the same or another course level, are used as actors in scenarios.…”

Section: Introductionmentioning

confidence: 99%

What students who perform in “secondary roles” can learn from scenario training in vocational education

Sjöberg

Karp

Rantatalo

2019

IJRVET

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Context: Learning through scenario training and live simulation in vocational education is generally regarded as an effective tool for developing professional knowledge. However, previous research has largely overlooked the learning of students in secondary roles in scenario training. The objective of this study is to explore learning for students who act in secondary roles during scenario training in vocational educational settings. Method:The studied case entails scenario training for police students in a Swedish police education programme. A case study design, which included both participant observation and a questionnaire, was used. The analytic lens applied was inspired by practice theory and focused on how structural and situational arrangements of the training activity affect learning.Results: Our findings show that students who act in secondary roles learn from their scenario training experiences, but this learning often is overlooked in the design of training activities. Due to the structural arrangements of training activities, learning emerged as students in secondary roles were tasked to support the primary participants in relation to their learning objectives. In addition, it emerged in how students in secondary roles used previous scenario training experiences in relation to the current scenario and its learning objectives. Examples of learning from situational arrangements emerged as students in secondary roles formulated and provided feedback to primary participants and through informal discussions and reflection processes. Learning also emerged as students in secondary roles embo-47 Sjöberg, Karp, Rantatalo died the "other" during scenario training, something that provided the students with new perspectives on police encounters. Conclusions:We theorize and extract three dimensions for how learning emerges in this case for secondary participants. It emerges through embodying the "other", in students' sensory experiences, and through reconstruction of knowledge through repetition. However, our findings also show that learning for students in secondary roles can be improved through mindful set-up and design. Based on the findings, our article provides a discussion and suggestions on how scenario training can be planned and set-up to develop professional knowledge for students in secondary roles.

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Identifying patient deterioration: Using simulation and reflective interviewing to examine decision making skills in a rural hospital

Cited by 26 publications

References 30 publications

Managing patient deterioration: assessing teamwork and individual performance

Managing patient deterioration: assessing teamwork and individual performance

Non-technical skills required to recognise and escalate patient deterioration in acute hospital settings

What students who perform in “secondary roles” can learn from scenario training in vocational education

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