OP08 Improving teamwork and inter-professional communication using simulated practice. (July 2018)

• Record Type: Journal Article
• Authors: Knights, Fiona; Jackson, Julie
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 4(2018)Supplement 1
• Page Start: A9
• Page End: A9
• Publication Date: 2018-07
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2018-heeconf.14
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Aim: To develop interprofessional communication and teamwork with year 3 medical and adult nursing students in a medical emergency simulation environment. Objectives: To introduce a new approach to simulation facilitation 1 whereby active participation and realism was improved by the medical students being accessible only by phone. This necessitated the effective use of SBARR by the adult student nurses to escalate concerns. To improve the focus on teamwork 2 3 at the bedside using this approach as the medical students were reliant on the nurses' communication skills for patient history and presenting problem. To enhance decision making through Inter–professional teamwork and awareness of professional roles. To increase self–efficacy of the students in future clinical situations involving medical emergencies. Summary of work undertaken: This was a collaboration between the School of Healthcare and the School of Medicine in medical emergency simulated practice provision. A team of 4–5 year 3 student nurses assessed a simulated patient presenting with anaphylactic shock, sepsis and diabetic ketoacidosis, they had access to patient background and notes, clinical guidelines and best available evidence. A medical student acted as FY1 were located in a separate room, and were available to be contacted for escalation if needed, the nurses were encouraged to communicate with the medical students using SBARR. The medical student attended the patient if the nurses escalated effectively. They assessed the patient and the inter-professional team devised a management plan. The experience was facilitated by an experienced nursing lecturer/clinical teacher, feedback and debrief was conducted at the end. An evaluation of the student nurse and medical student perspective was performed. 360 degree filming was used on two scenarios, footage is available for presentation and provides a patient perspective. Impact on practice: Team work, communication and knowledge and understanding of inter-professional role was perceived to improve as a result of the simulation experience. References: . Fisher D, King L. An integrative literature review on preparing nursing students through simulation to recognise and respond to the deteriorating patient. Journal of Advanced Nursing2013. doi:10.1111/jan.12174 . McGettigan P, McKendee J. Inter-professional training for final year healthcare students: A mixed methods evaluation of the impact on ward staff and students of a two-week placement and of factors affecting sustainability. BMC Medical Education2015;15:185. doi:10.1186/s12909-015-0436-9 . World Health Organisation. Framework for action on interprofessional education and collaboration practice 2010. Department of Human Resources for Health. https://www.who.int/hrh/resources/framework_action/en/ [Accessed 15/4/18].