Learning health ‘safety’ within non-technical skills interprofessional simulation education: a qualitative study

Gordon, Morris; Fell, Christopher W R; Box, Helen; Farrell, Michael; Stewart, Alison

doi:10.1080/10872981.2017.1272838

Cited by 30 publications

(20 citation statements)

References 27 publications

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“…Simulated wards and clinics have also been employed as part of a larger programme in the urology-focussed course by Khan et al [21], using the 'SimMan' model, and for general NTS training with multiprofessional groups. These courses were all well received [21,22]. Future courses could stand to gain from incorporating these ideas into a mixed curriculum comprising both OR and ward scenarios.…”

Section: Crisis Resource Management and Ward-based Scenariosmentioning

confidence: 99%

“…Team training rather than individual training has been found useful by trainees, particularly for communication skills [25]. Interprofessional team working needs to be addressed to improve patient safety, involving the range of professions that compose an OR team benefits simulations by improving communication and decreasing anxiety between groups [22,26,27]. This effect is most relevant to junior trainees, but seniors should also be aware of the issues faced by the less senior staff in their teams [22].…”

Section: Team Trainingmentioning

confidence: 99%

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Non-technical skills: a review of training and evaluation in urology

et al. 2019

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Purpose With non-technical skills (NTS) deficits being recognised as a major cause for error in surgery, there is an increasing interest in their training and evaluation. A growing number of training courses are emerging and some NTS curricula have also been created. Many different training methods are described in the literature but there is still uncertainty with regards to their optimum combination within a curriculum. Methods A literature review of the electronic database Medline was performed. All articles published before December 2018 were screened by abstract and included if deemed relevant by the author. The included articles' reference lists were also screened for further relevant studies. Results Simulation training is accepted as the most effective way to train NTS. Within simulation training, it is shown that the 'igloo' full immersion/distributed simulation environment is appropriate for teaching NTS in urological scenarios where a designated operating room or space is not available. The use of multiple settings, for example wards and clinics as well as the operating room, is advantageous, as is training in an interprofessional team. Classroom teaching also plays a role in NTS training as an adjunct to simulation, with evidence that it improves some parameters of NTS. All levels, including qualified surgeons, benefit from NTS training; however, adaptation to both trainee level and specialty is important. Although less time consuming, training juniors and seniors together mainly benefits juniors, and training NTS at the same time as technical skills detracts from the quality of teaching. Debriefing is an important part of training and should be well structured; there are many debriefing models in existence, allowing for choice of method based on examiner preference and participant demographic. Furthermore, examiners should be well briefed in their task and trained in NTS assessment. Conclusion To move forward, studies should combine tried and tested learning techniques into a curriculum covering all training levels, which should then be validated and followed up long term to ensure a positive impact on patient safety.

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Section: Crisis Resource Management and Ward-based Scenariosmentioning

confidence: 99%

Section: Team Trainingmentioning

confidence: 99%

Non-technical skills: a review of training and evaluation in urology

et al. 2019

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“…All nursing staff (36) who participated in the workshop (actively participated in the simulation scenario or/and observed) were invited by the nurse manager to participate in a focus-group interview. For practical reasons the participants were invited to focus-group interviews on the same day as they had a one-day course at work, on three different days.…”

Section: Participants and Data Collectionmentioning

confidence: 99%

Nurses’ experiences of simulation-based learning, 12–18 months after the simulation: A qualitative study

Solheim

Flo

2021

Nordic Journal of Nursing Research

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Simulation-based learning is a learning method used in educational programmes for health professionals. Little is known about nurses’ experiences after a long period of time has elapsed since the simulation. The aim of this study was to describe nurses’ experiences of simulation scenarios and their perceptions of learning 12–18 months after the simulation. An explorative qualitative approach, including three focus-group interviews, was used. A total of 21 nurses participated. Data were collected in September 2017 and April 2018. The COREQ checklist was used to report the study. Three themes emerged: Simulation as a rewarding learning method, Pedagogical factors that affect the simulation and Perception of different roles in the simulation. The findings indicate that 12–18 months after the simulation took place, the nurses could still recall their experiences from simulation-based learning and the cases used. This indicates that simulation is an important method for strengthening clinical competence.

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“…Attention has also been given to how this emerging expertise is acquired in clinical environments, with distinctions made between technical and nontechnical skills (NTS) and how these capabilities are developed (Forsberg, Ziegert, Hult, & Fors, ; Herron et al., ; Johnsen, Fossum, Vivekananda‐Schmidt, Fruhling, & Slettebø, ). The nontechnical skills involved in CDM have been defined as the cognitive and interpersonal skills that complement technical knowledge in support of safe, effective and efficient care (Gordon, Fell, Box, Farrell, & Stewart, ). Earlier research identified the main skill categories of surgeon's nontechnical skills were communication, teamwork, leadership and decision‐making (Yule, Flin, Paterson‐Brown, & Maran, ).…”

Section: Introductionmentioning

confidence: 99%