Background Burn injury is one of the most devastating forms of trauma which can have physical, pyschological and sociological consquences (Blakeney et al , 2007). It requies a multi-disciplinary team approach for optimum outcome (Butler, 2013).
An in-house training programme has been developed at Pinderfields Hospital in Wakefield to improve the knowledge, skills and competency of the team working within the Burn service and to deliver a high quality, evidence-based service.
Methodology The training programme is still in it’s infancy and has been delivered utilising a variety of teaching methods such as didactic teaching, case-based discussion and a simulated burn scenario in mock clinical environment.
Results Eight participants engaged in the simulated scenario which was about the admission of a patient with a significant burn. They felt that it re-enforced the importance of early intervention and need to calculate burn size, depth and appropriate resuscitation fluids which they were given the opportunity to do as individuals.
Conclusion Simulation has been found to be a relaible tool in assessment and of both teamwork and communication skills (Okuda et al, 2009). Clinical medicine is increasingly focused on patient safety issues and quality- understandably patients are reluctant to have staff "practice" on them, so simulation allows us to bridge the educational gap and train the multi-disciplinary team in theory, practice and human factors in a realistic and safe clinical environment (Wilford and Doyle 2006).
Blakeney P, Rosenberg L, Rosenberg M, Faber A. Pyschosocial care of the person with severe burns. BURNS 2007b;34(4):433–440
Butler D. The 21st Century Burn Team. BURNS 2013;39:375–379
Okuda Y, Bryson EO, DeMaria S Jr, et al. The utility of simulation in medical education MOUNT SINAI. Journal of Medicine 2009;76(4):330–343
Wilford A, Doyle T. Integrating simulation into the Nursing Curriculum. British Journal of Nursing 2006;15(11)
- Category: Course or curriculum evaluation/innovation/integration
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