Translational simulation: from description to action

Nickson, Christopher P; Petrosoniak, Andrew; Barwick, Stephanie; Brazil, Victoria

doi:10.1186/s41077-021-00160-6

Cited by 35 publications

(44 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our team is oriented towards social constructivism and informed by our experiences designing, delivering, and debriefing simulation across a variety of healthcare contexts. We are leaders in translational simulation [ 12 , 13 ] and are particularly interested in the impact of simulation on team relationships and culture [ 14 , 15 ]. EP and LBo were the authors primarily involved in data collection and analysis.…”

Section: Methodsmentioning

confidence: 99%

Taking simulation out of its “safe container”—exploring the bidirectional impacts of psychological safety and simulation in an emergency department

et al. 2022

Self Cite

View full text Add to dashboard Cite

Background Simulation facilitators strive to ensure the psychological safety of participants during simulation events; however, we have limited understanding of how antecedent levels of psychological safety impact the simulation experience or how the simulation experience impacts real-world psychological safety. Methods We explored the experience of participants in an embedded, interprofessional simulation program at a large tertiary emergency department (ED) in Australia. We engaged in theoretical thematic analysis of sequential narrative surveys and semi-structured interviews using a previously derived framework of enablers of psychological safety in healthcare. We sought to understand (1) how real-world psychological safety impacts the simulation experience and (2) how the simulation experience influences real-world psychological safety. Results We received 74 narrative responses and conducted 19 interviews. Simulation experience was both influenced by and impacted psychological safety experienced at the individual, team, and organizational levels of ED practice. Most strikingly, simulation seemed to be an incubator of team familiarity with direct impact on real-world practice. We present a model of the bidirectional impact of psychological safety and simulation within healthcare environments. Conclusion Our model represents both opportunity and risk for facilitators and organizations engaging in simulation. It should inform objectives, design, delivery, debriefing, and faculty development and firmly support the situation of simulation programs within the broader cultural ethos and goals of the departments and organizations.

show abstract

Section: Methodsmentioning

confidence: 99%

Taking simulation out of its “safe container”—exploring the bidirectional impacts of psychological safety and simulation in an emergency department

et al. 2022

Self Cite

View full text Add to dashboard Cite

show abstract

“…The theoretical basis for ISS is further supported by intervention system engineering, which suggests that ISS can provide information about both the impeding and promoting factors that influence the five coherent elements of the work environment that affect patient care processes and outcomes: person, tools/technology, tasks, physical environment, and organizational characteristics [102][103][104]. The technique can therefore also be used to test changes, planned infrastructure or interventions [105].…”

Section: Blended Learning As a Methods For The Fipec Communication Sk...mentioning

confidence: 99%

Communication, Cognition and Competency Development in Healthcare – A model for integrating cognitive ethnography and communication skills training in clinical interventions

Schwalbe

Timmermann

Gregersen

et al. 2022

Preprint

View full text Add to dashboard Cite

Background: This article illustrates how cognitive, organizational, and communicative/interactive processes can be included into the design of micro-skills interventions in healthcare. We present a model for integrating methods of cognitive ethnography and in situ simulation into clinical communication intervention studies to support the implementation process. Methods: A twelve-week Blended Learning communication training course based on the Calgary-Cambridge guide and supported by in situ simulation is conducted among healthcare professionals at an outpatient clinic at a Danish university hospital. Cognitive ethnography is used to document and evaluate implementation and competency development: How learning is absorbed and translated into clinical practice. Results/Discussion: Clinical intervention studies can be designed to include cognitive, organizational, and communicative/interactive processes. The proposed model can effectively support implementation of communicative skills interventions in healthcare. The integration of cognitive ethnography supports documentation of change processes and organizational challenges that arise during the implementation and allows to evaluate whether the intervention is flexible enough to accommodate in “real-time.” Integration of cognitive ethnography can also secure necessary and timely adaptability of the program, stimulating the desired change on individual and organizational levels. In situ simulation training provides a further opportunity to train and review communicative skills in the clinic, which may help to better retain the introduced skills, thus promoting sustainable change. Conclusions: The proposed design can narrow the theory-practice gap, c and knowledge transfer, and has the potential to generate a positive cultural change, all of which are necessary to improve organizational processes and better patient care. The model works for the benefit of the clinic and may be more suitable for implementation of communication projects than, say, randomized setups. Adopting the integration of cognitive ethnography with clinical interventions as a way of understanding change processes can ensure adaptable activities and secure quality optimization and change in individual behavior and organizational culture over time. Improvement of health communication and communicative skills of healthcare providers can create pace for patient-involvement and reduce inequalities, and hence provide better and safer healthcare.

show abstract

“…Traditional simulation focuses on individual or team learning (fix the person). Translational simulation 8 attempts to fix the system in order to set people up for success using human‐centred systems design. While simulation has realised that realism (fidelity) is key, with in‐situ simulation including the environment as a team member, the safety sciences 9 advocate going further (in both incident and analysis, and simulation) by including all the messy details of work‐as‐done, specifically: How individual elements of the system interact with each other (people and equipment/IT, people with other people, IT with IT etc). How demand and pressure relating to efficiency and capacity affect performance. How the adequacy of resources (staff, training, information, equipment) and constraints (human, procedural, equipment, organisational) affects the ability to meet demand. How the flow (or lack thereof) of coupled activities affects performance. Where people encounter goal‐conflicts and how they are resolved with trade‐offs (e.g.…”

Section: Figurementioning

confidence: 99%

Learning means changing: What's changed?

Douros

2021

Emerg Medicine Australasia

View full text Add to dashboard Cite

Translational simulation: from description to action

Cited by 35 publications

References 55 publications

Taking simulation out of its “safe container”—exploring the bidirectional impacts of psychological safety and simulation in an emergency department

Taking simulation out of its “safe container”—exploring the bidirectional impacts of psychological safety and simulation in an emergency department

Communication, Cognition and Competency Development in Healthcare – A model for integrating cognitive ethnography and communication skills training in clinical interventions

Learning means changing: What's changed?

Contact Info

Product

Resources

About