Team competence among nurses in an intensive care unit: The feasibility of in situ simulation and assessing non-technical skills

Gundrosen, Stine; Solligård, Erik; Aadahl, Petter

doi:10.1016/j.iccn.2014.06.007

Cited by 24 publications

(37 citation statements)

References 19 publications

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“…About training, 76% of the articles (18,(21)(22)(23)(24)(25)(26)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(43)(44)(45)(46) discuss the use of simulation in continuing education of nursing professionals, while the other studies describe the use of simulation for the education of nursing students (19)(20)25,27,(40)(41)(42) .…”

Section: Resultsmentioning

confidence: 99%

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Clinical simulation in nursing education in intensive therapy: an integrative review

Linn¹,

Caregnato²,

Souza³

2019

Rev. Bras. Enferm.

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Objective: to analyze the publications on clinical simulation practices for education in Nursing in Intensive Care. Method: an integrative review carried out through LILACS, PubMed, Cochrane Library, CINAHL and SciELO databases, of articles published from 2008 to 2017. Results: 29 articles were selected, of which 76% discuss the use of simulation in continuing education of nursing professionals, while the others describe their use for student education. There is a higher prevalence of studies with a level of evidence 6 (17), with 28 international publications. There was an increase in scientific production, with 16 articles published in the last three years. Conclusion: variables after simulation use, such as confidence, communication skills, efficiency in the identification of clinical worsening of patients, development of technical skills, teamwork and clinical decision-making, presented a significant improvement, demonstrating that this tool is effective in qualifying care for critical patients.

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Section: Resultsmentioning

confidence: 99%

“…Gundrosen S, Solligard E, Aadahl P (34) Team competence among nurses in an intensive care unit: the feasibility of in situ simulation and assessing non-technical skills.…”

Section: British Association Of Critical Care Nurses Reflective Analymentioning

confidence: 99%

Clinical simulation in nursing education in intensive therapy: an integrative review

Linn¹,

Caregnato²,

Souza³

2019

Rev. Bras. Enferm.

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“…Our review found several articles referring to the importance of NTS training for healthcare and patient safety (Andersen, Jensen, Lippert, & Ostergaard, 2010;Andrews, 2014;Baker, Capella, Hawkes, Gallo, & Clinic, 2011;Boet et al, 2014;Boet, Reeves, & Bould, 2015;Briggs et al, 2015;Brunckhorst et al, 2015;Burton & Ormrod, 2011;Capella et al, 2010;Clark, 2009;Cooper, Endacott, eISSN: 2357-1330 Cooper & Cant, 2014;Dieckmann, 2010;Dunn et al, 2007;Fletcher et al, 2003;Flin, O'Connor, & Crichton, 2008;Flin & Patey, 2011;Flin & Maran, 2015;Freeth et al, 2009;Gaba et al, 2001;Garbee et al, 2013;Gillman et al, 2015;Gundrosen, Solligård, & Aadahl, 2014;Gururaja, Yang, Paige, & Chauvin, 2008;Hicks, Coke, & Li, 2009;Hull et al, 2012;Irwin & Weidmann, 2015;Kiesewetter & Fischer, 2015;Kodate, Ross, Anderson, & Flin, 2012;Kohn, Corrigan, & Donaldson, 2000;Kutzin, 2010;Légaré el al., 2012;Lindamood et al, 2011;Lyk-Jensen et al, 2014;Martinou et al, 2015;Milligan, 2007;Mitchell & Flin, 2008;Nguyen, Elliott, Watson, & Dominguez, 2015;Paige et al, 2014;…”

Section: Resultsmentioning

confidence: 99%

“…NTS are the cognitive (decision-making, situation-awareness) and interpersonal (communication, teamwork, leadership) skills that underpin technical proficiency (Nguyen, Elliott, Watson, & Dominguez, 2015). These skills require training, and proved to be a necessary equation for error reduction (Flin & Maran, 2015;Gundrosen, Solligård, & Aadahl, 2014;Lyk-Jensen et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Non-technical Skills in Undergraduate Nursing Education: Consideration for a Training Course Development

Pires¹,

Monteiro²,

Pereira³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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Until nowadays, formal training of nurses has focused predominantly on developing knowledge, clinical expertise and technical skills. These skills are necessary but not sufficient to promote and maintain high levels of patient care and safety. Therefore, although recent literature has highlighted the importance of introducing non-technical skills training and assessment within healthcare, nursing education has still to fully include these skills on the training process. International research has shown that many errors and adverse events are due to a lack of nontechnical skills rather than clinical knowledge (Dieckmann,

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“…Medical simulation has become an important arena for teaching and studying teamwork [37–39]. Simulation provides an opportunity to present the same patient scenario to multiple medical teams.…”

Section: Introductionmentioning

confidence: 99%

Team talk and team activity in simulated medical emergencies: a discourse analytical approach

Gundrosen

Andenæs

Aadahl

et al. 2016

Scand J Trauma Resusc Emerg Med

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BackgroundCommunication errors can reduce patient safety, especially in emergency situations that require rapid responses by experts in a number of medical specialties. Talking to each other is crucial for utilizing the collective expertise of the team. Here we explored the functions of “team talk” (talking between team members) with an emphasis on the talk-work relationship in interdisciplinary emergency teams.MethodsFive interdisciplinary medical emergency teams were observed and videotaped during in situ simulations at an emergency department at a university hospital in Norway. Team talk and simultaneous actions were transcribed and analysed. We used qualitative discourse analysis to perform structural mapping of the team talk and to analyse the function of online commentaries (real-time observations and assessments of observations based on relevant cues in the clinical situation).ResultsStructural mapping revealed recurring and diverse patterns. Team expansion stood out as a critical phase in the teamwork. Online commentaries that occurred during the critical phase served several functions and demonstrated the inextricable interconnections between team talk and actions.DiscussionDiscourse analysis allowed us to capture the dynamics and complexity of team talk during a simulated emergency situation. Even though the team talk did not follow a predefined structure, the team members managed to manoeuvre safely within the complex situation. Our results support that online commentaries contributes to shared team situation awareness.ConclusionsDiscourse analysis reveals naturally occurring communication strategies that trigger actions relevant for safe practice and thus provides supplemental insights into what comprises “good” team communication in medical emergencies.

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Team competence among nurses in an intensive care unit: The feasibility of in situ simulation and assessing non-technical skills

Cited by 24 publications

References 19 publications

Clinical simulation in nursing education in intensive therapy: an integrative review

Clinical simulation in nursing education in intensive therapy: an integrative review

Non-technical Skills in Undergraduate Nursing Education: Consideration for a Training Course Development

Team talk and team activity in simulated medical emergencies: a discourse analytical approach

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