The educational impact of web-based and face-to-face patient deterioration simulation programs: An interventional trial

Chung, Catherine; Cooper, Simon; Cant, Robyn; Connell, Clifford J.; McKay, Angela; Kinsman, Leigh; Gazula, Swapnali; Boyle, Jayne; Cameron, Amanda; Cash, Penelope; Evans, Lisa; Kim, Jeongah; Rana, Masud; McInnes, Denise; Norman, Lisa; Penz, Erika; Rotter, Thomas; Tanti, Erin; Breakspear, Tom

doi:10.1016/j.nedt.2018.01.037

Cited by 22 publications

(19 citation statements)

References 36 publications

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“…Randomised controlled trials which involve multiple sites will provide greater evidence about the effectiveness of this training format. Simulation programmes delivered by trained simulation educators can be replicated in numerous settings to provide larger data sets and stronger evidence in terms of clinical outcomes [ 28 , 87 – 89 ].…”

Section: Discussionmentioning

confidence: 99%

Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital

et al. 2020

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Background: An increasing number of incidents involving aggressive behaviour in acute care hospitals are being witnessed worldwide. Acute care hospital staff are often not trained or confident in managing aggression. Competent management of clinical aggression is important to maintain staff and patient safety. Training programmes for acute care staff are infrequently described in the literature and rarely reported for paediatric staff. Simulation training allows practice of skills without patient risk and may be more effective than traditional teaching formats for aggression management. Aim and design: The aim of this proof of concept study was to develop a simulation-based education session on aggression management for acute care paediatric staff based on best practice principles, to evaluate the acceptability of this training programme and to gain an understanding of the impact of the training on participants' perceived confidence in managing clinical aggression. Two separate simulation exercises were delivered as a 2-h component of a hospital management of clinical aggression (MOCA) training day. Participants completed a written survey immediately prior to, at completion of the simulation-based group training, and at 3-6 months following the simulation training. Findings: Nine training days were conducted in 2017 for nursing, medical, allied health, education and security staff with a total of 146 participants (83% were acute care nurses). Two thirds (68%) of participants had experienced clinical aggression as part of their routine work, with 51% overall reporting a lack of confidence managing these patients. Immediately following the simulation training, 80% of all participants reported feeling more confident in managing clinical aggression, 47% reported a 1-point increase in confidence, whilst 33% of participants reported a 2-or 3-point increase. At 3-6 months post-training, 66% of respondents (N = 44) reported continued confidence in managing aggression with 100% of participants stating they would recommend simulation training to colleagues.

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Section: Discussionmentioning

confidence: 99%

Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital

et al. 2020

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“…This type of experiential learning offered participants a safe environment to experience, then critically reflect on their crisis resource management skills and/or their clinical reaction to a volatile emergency situation (Chung et al . 2018). Reflection allowed participants to evaluate their self‐efficacy with regard to their personal performance in each scenario.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an immersive simulation programme for mental health clinicians to address aggression, violence, and clinical deterioration

Young¹,

Fawcett²,

Gillman³

2022

Int J Mental Health Nurs

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This study investigated the effectiveness of high-fidelity immersive simulation education to support inter-professional hospital clinical staff in recognizing and responding to aggression, violence, and clinical deterioration of patients admitted with mental health issues. Increased incidents of aggression and violence have been reported in many clinical hospital settings, especially in mental health wards. Patients experiencing severe psychological distress/ agitation can result in the escalation of physiological symptoms such as chest pain, difficulty breathing, traumatic injury, etc. Mental health staff do receive aggression prevention training and medical emergency team training. However, there is added complexity when dealing with a mental health patient who is exhibiting aggressive, violent behaviour while also experiencing a medical or psychological emergency. Therefore, mental health staff needed a combined training programme that enhanced their delivery of recovery focussed care, de-escalation, and medical emergency crisis resource management skills. This study used a prospective quasi experimental research design with repeated measures. Hospital clinical staff were immersed in two mental health emergency response and clinical deterioration scenarios and debriefing sessions. Self-efficacy was evaluated using a 10-item validated tool which addressed non-technical skills of Leadership, Management, Communication, and Teamwork. The sample consisted of 122 clinical staff, with the majority from mental health wards (52%; n = 63) who were nurses (68%; n = 83). Mean self-efficacy scores increased significantly across the three time points (F = 11.555; df = 2; P = 0.000). Post hoc pairwise comparisons showed that self-efficacy scores increased between pretest (mean 62.9; n = 122) and posttest 1 (mean 83.2; n = 122) and follow up, 3 months later (posttest 2; mean 81.9; n = 24). Between pre-and posttest 1, significant improvements in self-efficacy were observed for both the Leadership/Management domain (t = 8.2; df 119; P < 0.000; 95% CI 13.3-21.7) and the Communication/Teamwork domain (t = 8.0; df 119; P < 0.000; 95% CI 11.1-18.4). Immersive simulation with high fidelity education was found to be effective in improving hospital nursing and medical staffs' confidence, when responding to incidents of aggression/violence and clinical deterioration of a mental health patient.

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“…(Ballangrud et al 2017) believes that teamwork is an important component of complex medical care, not only for patient safety, but also for effective team performance. (Chung et al 2018) found that network-based and face-to-face simulation training can improve patient management and work performance of hospital nurses, because network-based simulation training is more convenient, and face-to-face simulation training is more able to develop practical skills and teamwork awareness. (Dahl et al 2017) evaluated the effectiveness of TeamSTEPPS training and concluded that effective communication is the key to medical team collaboration, and that hospitals should encourage a culture of public speaking in the workplace to improve medical staff performance and patient safety.…”

Section: Analysis Of Research Hotspotsmentioning

confidence: 99%

Hospital Employee Performance Evaluation Based on Knowledge Map

Wang

Huang

Shen

et al. 2022

International Journal of Information Systems and Supply Chain Management

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With the deepening of theoretical research and social practice, hospital employee performance management has developed into a mature knowledge system. Therefore, systematic review of the research results in this field is conducive to fully understand its research history, grasp the research hotspots and frontier issues, which is of great significance to theoretical innovation in the field of hospital employee performance evaluation.iteSpace 5.3.R4 was used as the visualization tool draw a knowledge map to systematically sort out the distribution of relevant literature of hospital employee performance evaluation, including time distribution, journal distribution, author distribution, etc., and conduct a systematic research on the research hotspots and research frontiers in the field of hospital employee performance evaluation, which provides a beneficial reference for the theoretical research and practical innovation of domestic hospital employee performance evaluation.

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The educational impact of web-based and face-to-face patient deterioration simulation programs: An interventional trial

Cited by 22 publications

References 36 publications

Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital

Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital

Evaluation of an immersive simulation programme for mental health clinicians to address aggression, violence, and clinical deterioration

Hospital Employee Performance Evaluation Based on Knowledge Map

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