Improving patient outcomes through supervision and simulation

Burrell, Dayna; Bienstock, Jessica L.

doi:10.1111/medu.12762

Cited by 4 publications

(1 citation statement)

References 19 publications

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“…This would fit with Benner's [34] concept of moving from novice to expert, where the competent practitioner in mid-career becomes more aware of their long-term goals and gaps in knowledge, thereby intensifying the pressure to achieve. Burrell and Bienstock [35] make a valid point that we should not forget, that competence is an individual characteristic. As such, learners should be treated as individuals and recognition given to the fact that acquisition of skills will take differing lengths of time.…”

Section: Introductionmentioning

confidence: 99%

Simulation and Quality in Clinical Education

Sunderland¹,

Nicklin²,

Martin³

2017

MEDJ

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Background:Simulation-based education (SBE) has become commonplace in healthcare education within hospitals, higher education institutions, the private healthcare sector, and private education providers. The standards and quality of delivery vary across the UK [1], leading to differing degrees of learning for healthcare professionals. This variance in standards makes research into the impact of SBE on the end user (the patient) difficult to measure.Review:The delivery of SBE needs to be of a high standard if learningviathis pedagogy is to be maximised and benefits to patients are to be accurately assessed. This article aims to summarise the importance of quality within clinical SBE and how it can be achieved and maintained to produce a measurable impact on patient care. The current progress of the implementation of UK national standards for SBE is included to highlight the need for standardisation and guidance to support simulation centres and individuals to benchmark practice and work towards accreditation through quality measurement and monitoring processes. Suggestions are made on how such standards will affect the future of SBE and all those involved.Conclusion:There is a clear need for the development of national standards for SBE delivery and for a stepped approach [i.e. minimum, intermediate, and advanced standards] depending on the size, capacity, and frequency of SBE education delivery. Considerable financial outlay will be required to monitor standards effectively. The enhanced use of current and future technologies should be considered with regards to monitoring standards as well as data collection for future research opportunities.

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Section: Introductionmentioning

confidence: 99%

Simulation and Quality in Clinical Education

Sunderland¹,

Nicklin²,

Martin³

2017

MEDJ

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Individual versus collective debriefing after interprofessional training course simulation: The randomised DEBRIEF-SIM trial

Ciceron

Besch

Benkhadra³

et al. 2021

Anaesthesia Critical Care & Pain Medicine

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The Effectiveness of Simulation-Based Team Training in Obstetrics Emergencies for Improving Technical Skills

et al. 2020

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Summary Statement This review explores the effectiveness of simulation-based team training in obstetric emergencies for improving technical skills. A literature search was conducted that included all articles to January 2018. A total of 21 articles were included from a potential 1327 articles. Each included study was assessed for impact of the training program using Kirkpatrick's 4-level model. Only the performance of technical skills was evaluated. Five studies reported on acceptance of simulation as an education tool at a level 1. Level 2 outcomes were reported in 7 studies where staff demonstrated improved skills in an educational setting. Three studies reported improved performance in a clinical setting at a level 3. Ten studies were categorized as level 4 and found that simulation learning was translated into improved techniques or maneuvers in reduced time frames in emergency situations of shoulder dystocia and postpartum hemorrhage. There was evidence that neonatal outcomes were improved.

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Improving patient outcomes through supervision and simulation

Abstract: Perspective: a culture of respect, part 2: creating a culture of respect. Acad Med 2012;87 (7):853-8.

Cited by 4 publications

References 19 publications

Simulation and Quality in Clinical Education

Simulation and Quality in Clinical Education

Individual versus collective debriefing after interprofessional training course simulation: The randomised DEBRIEF-SIM trial

The Effectiveness of Simulation-Based Team Training in Obstetrics Emergencies for Improving Technical Skills

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