Interdisciplinary Simulation-Based Training to Improve Delivery Room Communication

Dadiz, Rita; Weinschreider, Joanne; Schriefer, Jan; Arnold, Christine; Greves, Cole D.; Crosby, Elizabeth C.; Wang, Hongyue; Pressman, Eva; Guillet, Ronnie

doi:10.1097/sih.0b013e31829543a3

Cited by 49 publications

(25 citation statements)

References 34 publications

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“…As noted above, all of the studies reviewed included simulation-based learning using a high-fidelity simulator. Thirteen studies compared pre-test and post-test results following an HFS learning program (Buckley & Gordon, 2011;Dadiz et al, 2013;DeVita et al, 2005;Gilfoyle et al, 2007;Huseman, 2012;Jankouskas et al, 2007;Liaw et al, 2011;Przybyl et al, 2015;Schubert, 2012;Shinnick & Woo, 2013;Sittner et al, 2009;Straka et al, 2012;Wolf, 2008). Standard education was compared to standard education plus HFS learning in four studies (Hall, 2015;Jankouskas et al, 2011;Maneval et al, 2012;Singer et al, 2013).…”

Section: Overview Of Characteristics Of Studiesmentioning

confidence: 99%

Development of Crisis Resource Management Skills: A Literature Review

Lucas

Edwards

2017

Clinical Simulation in Nursing

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In this repeated-measures observational study, eleven acute care and critical care registered nurse participants were evaluated at four different time points to measure the effect of an education program on observed performance of crisis resource management (CRM) skills.Performance was measured using the Ottawa Global Rating Scale and a checklist developed for this study. One-on-one semi-structured interviews also assessed nurses' perceptions of the learning that occurred in the education program. Results were mixed with statistically significant changes in mean scores occurring between time one and time two and non-statistically significant improvement in mean scores overall. Interview results indicated nurses perceived a high degree of learning through passive observer roles as well as active responder roles. This study adds to the body of evidence on the effectiveness of high-fidelity simulation education programs and highlights the need for further research in multiple areas. AL Thesis CRM Skills 3Acknowledgements

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Section: Overview Of Characteristics Of Studiesmentioning

confidence: 99%

Development of Crisis Resource Management Skills: A Literature Review

Lucas

Edwards

2017

Clinical Simulation in Nursing

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“…11 Additional comparable initiatives have reported significant improvements in interprofessional communication and perceived confidence after developing an education and simulation program. 4,5,10,14,[20][21][22] All of these QI initiatives address the importance of ongoing interprofessional collaboration in perinatal care and the community birth setting, providing a solid precedent for the development of initiatives targeting perinatal outcomes.…”

Section: Challenges and Lessons Learnedmentioning

confidence: 99%

“…Positive outcomes during perinatal emergencies rely on members of the health care team being able to communicate effectively under pressure. 4 Lack of communication between care providers across birth settings may contribute to negative outcomes during transfers from the community birth setting. 5 The sharing of information between health care providers during handoff of patient care is a critical time that is especially prone to miscommunication.…”

Section: Introductionmentioning

confidence: 99%

“…6 Multiple studies validate the effectiveness of interprofessional education interventions as part of quality improvement (QI) initiatives to address preparation for perinatal emergencies. 4,5,[7][8][9][10][11][12][13] Although most community birth transfers result in positive outcomes, the less-frequent poor outcomes and negative experiences can promote an overall distaste for community birth care providers. 7 Many ✦ Provision of high-quality, safe care during perinatal emergencies requiring transfer from community to hospital birth settings requires seamless coordination and efficient communication among interprofessional health care providers.…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional Communication and Collaboration During Emergent Birth Center Transfers: A Quality Improvement Project

Olvera

Smith

Prater

et al. 2020

J Midwife Womens Health

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Introduction Midwifery care in the birth center setting has proven to be a safe and ideal option for some low‐risk women. Although rare, perinatal complications that require emergent transfer to a higher level of care can occur in community birth settings. Optimal perinatal outcomes during emergent transfers depend on excellent interprofessional communication and collaboration. The purpose of this quality improvement project was to implement interprofessional emergent birth center transfer mock drills in order to improve communication and collaboration among birth center midwives, local paramedics, and receiving hospital staff during emergent birth center transfers. Process Birth center midwives and hospital staff provided education sessions on perinatal emergencies and the scope of practice for midwives for local paramedics. Paramedics’ knowledge level was assessed with pretests and posttests, before and after the education sessions, respectively. An interprofessional, collaborative mock drill was then organized and included birth center, paramedic, and hospital staff. All participants received a questionnaire after the drill. Outcomes Mean test scores after paramedic education sessions increased by 43.5% (n = 95, P <.001). The Likert‐type scale questionnaire given to mock drill participants after drill completion revealed that 97% indicated probable support for the sustainability of future mock drills in the birth center setting (n = 10). Discussion Health care providers can help improve perinatal outcomes during emergent transfers from the community setting by having clearly outlined guidelines and procedures and communicating efficiently with interprofessional members of the health care team. Both interprofessional education sessions and collaborative mock drills are effective methods to increase knowledge of perinatal emergencies, thus improving interprofessional communication and collaboration during emergent birth center transfers.

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“…In order to address these issues, simulation-based training proves to be an effective strategy to improve the technical and non-technical skills of interdisciplinary teams [12]. There is compelling evidence that simulations can help practitioners to increase team cooperation and communication, critical decision making, and patient care skills [13].…”

Section: Introductionmentioning

confidence: 99%

Adaptation of non-technical skills behavioural markers for delivery room simulation

Bracco

Masini

Tonetti

et al. 2017

BMC Pregnancy Childbirth

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BackgroundSimulation in healthcare has proved to be a useful method in improving skills and increasing the safety of clinical operations. The debriefing session, after the simulated scenario, is the core of the simulation, since it allows participants to integrate the experience with the theoretical frameworks and the procedural guidelines. There is consistent evidence for the relevance of non-technical skills (NTS) for the safe and efficient accomplishment of operations. However, the observation, assessment and feedback on these skills is particularly complex, because the process needs expert observers and the feedback is often provided in judgmental and ineffective ways. The aim of this study was therefore to develop and test a set of observation and rating forms for the NTS behavioural markers of multi-professional teams involved in delivery room emergency simulations (MINTS-DR, Multi-professional Inventory for Non-Technical Skills in the Delivery Room).MethodsThe MINTS-DR was developed by adapting the existing tools and, when needed, by designing new tools according to the literature. We followed a bottom-up process accompanied by interviews and co-design between practitioners and psychology experts. The forms were specific for anaesthetists, gynaecologists, nurses/midwives, assistants, plus a global team assessment tool. We administered the tools in five editions of a simulation training course that involved 48 practitioners. Ratings on usability and usefulness were collected.ResultsThe mean ratings of the usability and usefulness of the tools were not statistically different to or higher than 4 on a 5-point rating scale. In either case no significant differences were found across professional categories.ConclusionThe MINTS-DR is quick and easy to administer. It is judged to be a useful asset in maximising the learning experience that is provided by the simulation.Electronic supplementary materialThe online version of this article (doi:10.1186/s12884-017-1274-z) contains supplementary material, which is available to authorized users.

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Interdisciplinary Simulation-Based Training to Improve Delivery Room Communication

Abstract: Communication during SBT as well as the perception of communication during actual deliveries improved across the study period. The potential of a checklist to standardize delivery room communication and improve patient outcomes merits further investigation.

Cited by 49 publications

References 34 publications

Development of Crisis Resource Management Skills: A Literature Review

Development of Crisis Resource Management Skills: A Literature Review

Interprofessional Communication and Collaboration During Emergent Birth Center Transfers: A Quality Improvement Project

Adaptation of non-technical skills behavioural markers for delivery room simulation

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