O52 An in situ success story – the homerton simulation experience. (5th November 2017)

• Record Type: Journal Article
• Authors: Salm, L; Vaughn, C; Ravindran, S; John, S; Dimmock, V
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 3(2017)Supplement 2
• Page Start: A35
• Page End: A35
• Publication Date: 2017-11-05
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2017-aspihconf.72
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Background: In-situ simulation occurs in the workplace involving the inter-professional team caring for patients in that clinical area. Latent threats and system issues that potentially compromise patient safety can be identified through this method. 1 Learning is promoted through team-based approaches as part of the normal working day. Our aims are to make our services as safe as possible for patients and staff and create a positive learning environment, reflecting our Trust values. Educational Programme: The Simulation-Based Education National Standards guide our approach to designing, delivering and evaluating our in-situ programme. 2 Regular inter-professional, in-situ simulation sessions have been introduced throughout the Trust. The challenge is to incorporate deliberate learning into everyone's working day. We undertake regular planned hospital-wide sessions and combine high and low fidelity simulation to deliver clinical scenarios. We have been running this programme since 2014 which is now established in 11 different departments across primary and secondary care. The uniqueness of our programme is driven by Trust-wide commitment from the Consultant body and Senior Nursing staff. Good relationships have been cultivated over time with managers, ensuring senior support. There is a collaborative effort between the education team and clinical staff at all levels. As active members of the hospital patient safety committee, we contribute towards newly-identified learning needs from incidents that occur. This influences scenario design, delivery and debrief. We have invested in nurturing a multidisciplinary faculty of various grades and specialities in order to deliver the programme. A standardised tool has been adopted to evaluate all in-situ simulation activity from 2016 in order to gather quantitative and qualitative data about the impact of our programme. Free text responses were thematically analysed. Results: Since September 2016, 422 responses from 55 simulated scenarios have been recorded. A summary of quantitative data from these responses is summarised in Table 1. Since the programme inception in November 2014 we have gathered 734 responses from all feedback modalities. Learning was themed around technical skills acquisition and recognition of the importance of non-technical skills to enhance patient safety. Word maps were produced to inform further evolution of the programme. Conclusions: We have developed this trust-wide learning initiative that has now become embedded into daily practice. Our programme continues to improve with the introduction of latent error identification forms. We are pre-empting potential errors and through deliberate intervention can improve patient safety. Our team has fostered a positive cultural change within the Trust. References: . Patterson MD, Blike GT, Nadkarni VM. In situ simulation: Challenges and results. In K Henriksen, JB Battles, MA Keyes, ML Grady (Eds.), Advances in patient safety: New directions and alternative approaches (Performance and Tools) 2008;Vol. 3. Rockville, MD: Agency for Healthcare Research and Quality. . Association for Simulated Practice in Healthcare (ASPiH). Standards for simulation based healthcare in education 2016. Available at: http://www.aspih.org.uk/standards/consultation/