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0112 The Learners’ Perspective - A qualitative evaluation of an in situ, high-fidelity, multidisciplinary simulation programme
  1. James Ross1,
  2. Michael Malley1,
  3. Marie Monaghan2,
  4. Felicity Thomas1
  1. 1Chelsea and Westminster NHS Foundation Trust, London, UK
  2. 2Guy’s and St Thomas’ NHS Foundation Trust, London, UK

Abstract

Background This project looks to evaluate a recently introduced in situ, high fidelity, multidisciplinary simulation programme in an acute paediatric department.

The programme was set up with the initial aims to:

  • Enhance multidisciplinary working

  • Improve the familiarity of teams with different locations and guidelines

  • Improve leadership and followership

  • Apply APLS1 guidelines to complex situations

The targeted leaners came from across the paediatric team with a faculty drawn from doctors, resuscitation officers and nursing staff.

Methodology Evaluation was based on free text response to 3 questions:

  • What did you learn?

  • What are the strengths of the programme?

  • How can we improve the programme?

A separate form collected details on speciality and seniority.

Qualitative data was analysed independently by all four authors with key themes extracted. A subsequent discussion provided consistent definitions for each theme. Of the authors two have been involved in the project from the outset and two external.

Results Over a six month period 8 session have taken place in 5 different locations.

80 learners have attended sessions:

  • doctors

  • nurses

  • ODPs

  • medical students.

The themes extracted from the qualitative feedback were:

Lessons Learnt:

  • Delegation

  • Role of the leader

  • Different specialties, different perspectives

  • Planning ahead

  • How the system works

Strengths of the programme:

  • Organisation

  • Realistic

  • Supportive and reflective

  • Multidisciplinary

  • Application of clinical learning

How to improve the programme:

  • Greater diversity

  • Clarification and explanation

  • Skills teaching

Conclusions The strengths of the programme align well with the initial aims while key learning appears to have focused on skills such as non-clinical skills. Learners respond well to the high fidelity and value a supportive debrief.

The challenge ongoing is to provide still greater diversity, with physiotherapists and surgeons being included in future sessions, while still providing a clear environment that allows all learners to maximise learning.

Reference

  1. Advanced Life Support Group. Advanced Paediatric Life Support. 5th edn. London: BMJ Publishing Group, 2011

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