98 Incorporating psychotherapeutic principles into simulation pre-briefing. (23rd February 2023)

• Record Type: Journal Article
• Authors: Drake, Gareth; Drewek, Kate
• Is Part Of: Archives of disease in childhood. Volume 108(2023)Supplement 1
• Page Start: A36
• Page End: A37
• Publication Date: 2023-02-23
• Subjects: Children -- Diseases -- Periodicals; Infants -- Diseases -- Periodicals; 618.920005
• DOI: 10.1136/archdischild-2023-gosh.98
• Languages: English
• ISSNs: 0003-9888

Abstract

Abstract : Background: Ensuring the psychological safety of learners is essential in healthcare simulation. This starts with the first conversation that educators have with learners: the pre-simulation briefing. As such, the task of the pre-brief has parallels to the task of creating a safe therapeutic environment. So far, there has been little exploration of the role of the educator's state of mind during pre-briefs, particularly a capacity to withstand emotive challenges from learners. Educational Goals: 4. To improve the psychological safety of learners 5. To help educators work sustainably by acknowledging the emotional impact of the work Method & Results: Via literature review, we synthesised existing research on simulation pre-briefing. We combined this with relevant pedagogical and psychotherapeutic concepts, specifically Epistemic Trust and the Therapeutic Stance. Epistemic trust refers to the necessity for us to learn from others and the dilemma of how we do so discerningly. Research suggests that trust in simulation would be facilitated if educators could 'meet learners where they are', particularly in any negative attitudes towards simulation. To be open to such attitudes without becoming defensive requires the cultivation of a Therapeutic Stance and a recognition of when one has deviated from such a stance. The resultant guide comprises three elements: a theory document; study vignettes; and a single page reference tool. The guide was deemed useful at an internal workshop with the GOSH Simulation Team. Subsequently the tool was presented at the London Simulation Network where feedback was elicited, with no substantial suggestions for changes. We are currently offering workshops for GOSH simulation educators, where the utility of the tool is linked to the specific demands of each educator's practice. Next steps: Gathering further data on the usefulness of the tool in practice, potentially with scope for a larger research project to assess the impact on learners.