Implementation and Evaluation of a Team Simulation Training Program

Rice, Yvonne; DeLetter, Mary; Fryman, Lisa; Parrish, Evelyn; Velotta, Cathie; Talley, Cynthia L.

doi:10.1097/jtn.0000000000000236

Cited by 23 publications

(14 citation statements)

References 23 publications

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“…In total, 3251 of the participants were trained in acute paediatric scenarios. HFS during resuscitation ( n = 20) was the second most trained situation [ 10 , 13 , 49 , 52 , 53 , 59 , 61 , 62 , 65 , 72 , 76 , 78 , 87 , 89 – 91 , 101 , 104 – 108 , 110 ], involving 1887 personnel. This illustrates that acute and high-intensity situations are the main focus of SBT concerning teams' HFS.…”

Section: Resultsmentioning

confidence: 99%

“…The studies lack an adequate description of how HFS refinements should be assessed. Existing HFS assessment tools are insufficient, which was emphasised in 28 studies [ 49 , 55 , 58 , 61 , 64 , 65 , 68 , 71 , 75 , 78 , 80 , 81 , 84 , 85 , 87 , 89 , 95 , 96 , 98 , 99 , 103 , 107 , 111 – 115 ]. Assessment methods ( n = 51) spanned quantitative, qualitative and mixed methods, validated and non-validated methods, rating behavioural markers, rating via checklists, interviews, self-assessments, passing probes of information, measuring time and evaluation of reported experiences.…”

Section: Resultsmentioning

confidence: 99%

“…Even though the studies used different assessment methods, they concluded that HFS enhanced among the participants. In 68 studies, HFS was considered to have improved and a significant development in HFS as a result of SBT was shown in 33 studies [ 10 , 47 – 49 , 51 – 56 , 59 , 60 , 62 , 64 , 65 , 72 – 77 , 79 , 80 , 83 , 87 , 90 , 100 , 101 , 104 , 107 , 108 , 114 , 116 ]. In conclusion, SBT can refine HFS.…”

Section: Resultsmentioning

confidence: 99%

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The effectiveness of improving healthcare teams’ human factor skills using simulation-based training: a systematic review

et al. 2022

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Background Simulation-based training used to train healthcare teams’ skills and improve clinical practice has evolved in recent decades. While it is evident that technical skills training is beneficial, the potential of human factor training has not been described to the same extent. Research on human factor training has been limited to marginal and acute care scenarios and often to validate instruments. This systematic review aimed to investigate the effectiveness of simulation-based training in improving in-hospital qualified healthcare teams’ human factor skills. Method A review protocol outlining the study was registered in PROSPERO. Using the PRISMA guidelines, the systematic search was conducted on September 28th, 2021, in eight major scientific databases. Three independent reviewers assessed title and abstract screening; full texts were evaluated by one reviewer. Content analysis was used to evaluate the evidence from the included studies. Results The search yielded 19,767 studies, of which 72 were included. The included studies were published between 2004 and 2021 and covered research from seven different in-hospital medical specialisms. Studies applied a wide range of assessment tools, which made it challenging to compare the effectiveness of human factor skills training across studies. The content analysis identified evidence for the effectiveness. Four recurring themes were identified: (1) Training human factor skills in qualified healthcare teams; (2) assessment of human factor skills; (3) combined teaching methods, and (4) retention and transfer of human factor skills. Unfortunately, the human factor skills assessments are variable in the literature, affecting the power of the result. Conclusion Simulation-based training is a successful learning tool to improve qualified healthcare teams’ human factor skills. Human factor skills are not innate and appear to be trainable similar to technical skills, based on the findings of this review. Moreover, research on retention and transfer is insufficient. Further, research on the retention and transfer of human factor skills from simulation-based training to clinical practice is essential to gain knowledge of the effect on patient safety.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The effectiveness of improving healthcare teams’ human factor skills using simulation-based training: a systematic review

et al. 2022

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“…MET training often uses crisis resource management (CRM) 7 or team strategies and tools to enhance performance and patient safety (TeamSTEPPS) methodologies 8 . Simulation is also commonly used and there is abundant evidence supporting its use in improving individual skills, teamwork, role understanding, communication and confidence 9–11 . However, there is limited research as to the educational needs for the safe and effective functioning of MET and no published studies assessing learning needs and attitudes prior to attending a MET education programme.…”

Section: Introductionmentioning

confidence: 99%

“…8 Simulation is also commonly used and there is abundant evidence supporting its use in improving individual skills, teamwork, role understanding, communication and confidence. [9][10][11] no published studies assessing learning needs and attitudes prior to attending a MET education programme.…”

Section: Introductionmentioning

confidence: 99%

Medical emergency team training: needs assessment, feedback and learning objectives

Guen

Costa-Pinto

2021

Internal Medicine Journal

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Background There are no published studies assessing learning needs and attitudes prior to attending a medical emergency team (MET) education programme. Aims To conduct a learning needs assessment of MET education programme participants to assess what technical and non‐technical skills should be incorporated. Methods All participants in a MET education programme over a 12‐month period were invited to complete a self‐administered electronic survey. Participants were ICU team members (intensive care registrars and nurses) and medical registrars. Responses were captured through a 5‐point Likert scale. Results There were 62 responses out of 112 participants (55% response rate). Most participants either agreed or strongly agreed that MET training was valuable (59 respondents) and should be multidisciplinary (61 respondents). ICU team members were more likely to select ‘Management of End‐of‐Life Care’ (72% compared with only 16% of medical registrars, P < 0.05) as an important learning objective. Non‐technical skills such as ‘Task Management’ (67% compared with 37%, P < 0.05) and ‘Team Communication’ (79% compared with 32%, P < 0.05) were also more likely to be selected by ICU team members. Nursing team members were more likely to select ‘Approach to Common MET Calls’ (100% compared with 50% of medical team members, P < 0.05). Conclusions MET education programme participants overwhelmingly feel that training should be multidisciplinary. However, there are disparities between the perceived learning needs of medical and nursing personnel, and between intensive care team members and medical registrars, which may impact on the design and implementation of a multidisciplinary education programme.

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Crisis Resource Management and Nontechnical Skills: From Individuals to Teams, From Danger to Safety

Savoldelli

Brindley

Jaffrelot

et al. 2019

Clinical Simulation

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Implementation and Evaluation of a Team Simulation Training Program

Abstract: Simulation-based team training improved teamwork attitudes, perceptions, and performance. Team communication demonstrated significant improvement in 2 of the 3 instruments. Most participants agreed or strongly agreed that they were satisfied with simulation and had gained self-confidence.

Cited by 23 publications

References 23 publications

The effectiveness of improving healthcare teams’ human factor skills using simulation-based training: a systematic review

The effectiveness of improving healthcare teams’ human factor skills using simulation-based training: a systematic review

Medical emergency team training: needs assessment, feedback and learning objectives

Crisis Resource Management and Nontechnical Skills: From Individuals to Teams, From Danger to Safety

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