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0159 Training Faculty For High Fidelity Simulation (hfs) And Evaluating The Ability Of The Trainee Faculty To Identify Frames, Actions And Results Of Candidates Using A Specific Training Programme
  1. J McLean1,2,
  2. Mark Fores2,
  3. Gordon French1,3
  1. 1Health Eduacation East Midlands, Nottingham, UK
  2. 2University Hospitals of Leicester, Leicester, UK
  3. 3Northampton General Hospital, Northamptonshire, UK

Abstract

Background/context For simulation to be integrated into multi-professional education of healthcare requires a significant change of culture across the framework and structure of healthcare education in the UK. Primarily this study aims to identify if training enables experienced healthcare professionals to facilitate High Fidelity Simulation. To identify whether the training programme enables the recognition of specific behaviour patterns based on the Frames, Actions and Results behaviours model Rudolf et al, 2006.

Methodology A two-day simulation faculty-training programme was established and senior clinicians and nurses attended. A mixed method of Grounded Theory/Action Research was used. Three training courses with 30 participants.

Ethical approval was gained through IRAS and Participants were given the option to opt out. Data was collected through the use of digital video footage and focus group interview, TurningPoint Response CardTM with Criterion Referencing of the material used in the training programme.

Results/outcomes The outcome from the research has identified that by taking part in the training programme, experienced healthcare practitioners can be taught to identify specific behaviours of candidates undertaking a healthcare simulation exercise. This does indeed demonstrate an alteration of behaviour to make clinical practice more effective.

Conclusions and recommendations Across the spectrum of health care specialties within the Trust, senior staff can be trained to deliver consistent simulation education within a recognised framework. It was not anticipated that a significantly high figure of 37.5% of trainee faculty would not recognise particular education events as simulation. This phenomenon was also identified in the work of Moule (2006) and Micetic-Turk (2007) in which health care educators often misinterpret clinical skills acquisition with simulated practice. Following the course the awareness of and acceptance of simulation education and training has encompassed a change of culture amongst these educators.

References

  1. Micetic-Turk D. "Simulation in Medicine and Nursing- First Experiences In Simulation Centre at Faculty of Health Sciences University of Maribor." Edited by Kramer P. Zupanic A, Jarm T. IFMBE Proceedings 16, 2007:716–718

  2. Moule P. November 2006. NMC Final Report: Can the use of simulation support pre-registration nursing students in familiarising themselves with clinical skills before consolidating them in practice? ISBN: 10 1-86043-405-3 and 13 978-1-86043-405–1

  3. Rudolph "There’s No Such Thing as "Nonjudgemental" Debriefing: A Theory and Method for Debriefing with Good Judgement." Simulation in Health Care 1, no. 1 (spring 2006): p49–55

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