Developing team based acute care scenarios: a rural hospital experience
- Authors: Missen, Karen , Sparkes, Louise , Porter, Joanne , Cooper, Simon J. , McConnell-Henry, Tracy
- Date: 2013
- Type: Text , Journal article
- Relation: International Emergency Nursing Vol. 21, no. 3 (2013), p. 186-189
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- Description: Background Health professionals work in teams in a variety of health care settings especially in medical emergency teams at times of crisis. However, Registered Nurses (RNs) rarely have the chance to partake in educational programs designed for teams of nurses to practice working together in life-threatening situations. Further RN’s employed in rural setting have less opportunities for professional development than their city based counterparts. Simulated scenarios with a patient actor in a rural hospital have been utilised in this study to provide nurses with the opportunity to work as a team in the early recognition and management of patients with acute medical conditions. Aim This discussion paper focuses on one aspect of a larger research project with the aim of describing the development of team based scenarios for a rural hospital setting, focusing on the detection and management of a deteriorating patient. Methods Three team based scenarios, the related assessments and feedback techniques are all described. Conclusion Team based simulation provides a unique opportunity to assist registered nurses in rural settings in re-skilling or maintaining their emergency management skills.
Patient deterioration simulation experiences: impact on teaching and learning
- Authors: Buykx, Penny , Cooper, Simon J. , Kinsman, Leigh , Scholes, Julie , McConnell-Henry, Tracy , Cant, Robyn
- Date: 2012
- Type: Text , Journal article
- Relation: Collegian: Journal of the Royal College of Nursing Australia Vol. 19, no. 3 (2012), p. 125-129
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- Description: Early recognition and management of patient deterioration are essential nursing skills, and can be improved through education and experience. However, both nursing students and registered nurses may have few opportunities to develop and maintain the emergency management skills necessary to ensure patient safety. Using both theory and empirical evidence, we have developed a simulation-based educational model, ‘FIRST2ACT’ (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends), to provide nurses with a high-fidelity learning experience. The model has been tested in three different settings: it is highly acceptable to learners, adaptable to different training needs, and shows promise in improving actual clinical performance.
The benefits of debriefing as formative feedback in nurse education
- Authors: Cant, Robyn , Cooper, Simon J.
- Date: 2011
- Type: Text , Journal article
- Relation: Australian Journal of Advanced Nursing Vol. 29, no. 1 (2011), p. 37-47
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- Description: Objective: This paper explores the nursing literature to identify the educative process and essential features of debriefing. Setting: Nursing education settings: undergraduate, postgraduate and professional development in nursing and midwifery. Data sources: Studies of debriefing in nurse education were located in peer reviewed journals between 1990 and May 2010. Searches were made using keywords in six healthcare and one education database. Eleven nursing studies reporting education of individuals and six studies of teams were selected for inclusion; only one study provided learning outcome data. Hence, the literature was synthesised in a narrative form to include related studies. Primary argument: Formative feedback is important in experiential learning and is often applied in nursing in the form of facilitated structured debriefing. Debriefing is most commonly reported in relation to clinical skills development and as part of individual and team-based simulation training. Educational outcomes are dependant upon the skills of the facilitator in offering feedback in accordance with best practice. Although a key component of higher level education, there is a lack of published evidence with regard to the effectiveness of debriefing techniques in nurse education. A framework for debriefing practice is presented. Conclusion: Structured facilitated debriefing is an important strategy to engage students in learning and is essential in simulation training. Further research is warranted to fully understand the impact of the method in nurse education.
Final -year nursing student's ability to assess, detect and act on clinical cues of deterioration in a simulated environment
- Authors: Endacott, Ruth , Cooper, Simon J. , Scholes, Julie , Kinsman, Leigh , McConnell-Henry, Tracy
- Date: 2010
- Type: Text , Journal article
- Relation: Journal of Advanced Nursing Vol. 66, no. 12 (2010), p. 2722-2731
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- Description: Aim. This is a report of a study investigating processes used by final-year nursing students to recognize and act on clinical cues of deterioration in a simulated environment. Background. Initial decisions about patients who are deteriorating in medical and surgical wards are often made by newly qualified nurses and doctors, increasing the risk of clinical error. There has been an emphasis on the use of teams in simulation; however, signs of deterioration are missed by individual clinicians. Methods. During July 2008, final-year undergraduate nursing students in Australia attended a simulation laboratory for 1Æ5 hours and completed a knowledge questionnaire and two (mannequin-based) scenarios simulating deteriorating patients with hypovolaemic and septic shock. Scenarios were video-recorded and reflective interviews conducted. Additionally, scenarios were stopped around the midpoint to ascertain students’ level of Situation Awareness. Results. Fifty-one students participated in the study, providing a total of 102 videoed scenarios and 51 interviews. Thematic analysis of video data and reflective interviews identified considerable differences in processes used by students to identify cues. Four aspects of cue recognition were evident: initial response, differential recognition of cues, accumulation of signs and diversionary activity. Conclusion. Nursing skills training should emphasize the importance of trends in identifying and acting on deterioration and the need for systematic assessment in stressful situations. Nursing curricula should focus on enhancing the ability to piece information together, including linking pathophysiology with patient assessment, and identify trends, rather than seeing observations as parallel to each other.