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0129 ‘Keeping it real – using simulation in interprofessional education to underpin valued based healthcare
  1. Narinder Kaur Bring,
  2. Roohi Mehra,
  3. Janet Migliozzi
  1. University of Hertfordshire, Hatfield, UK

Abstract

Background In 2014 Health Education England (HEE) published a national Values Based Recruitment (VBR) framework to ensure future students recruited to work and train in the NHS are employed for the values of the NHS constitution as well as their aptitude and skill.1 Actively assessing undergraduate healthcare students in non-technical behavioural attributes and skills prior to practice is frequently overlooked in curriculum design.2 We aimed to investigate whether adding a series of simulation scenarios revolving around a typical ward environment with increasing number of challenges provided a new insight and appreciation of patient safety and “humanistic” core skills to our undergraduate Pharmacy and Nursing students.

Methodology The session involves three multidisciplinary simulation scenarios of increasing complexity followed by a debrief using the ABCDEF framework.3 Students work in small teams. One student is actively present in the scenario and linked to their team via a headset. The remainder of the team views the scenario through room cameras and contribute remotely in real time. Post session, students complete a short survey and a reflective account on the impact of this experience on their perception of the values necessary in the healthcare profession.

Results Qualitative and quantitative analysis of student perceptions of learning outcomes, the value of simulation in the undergraduate curriculum and their reflective improved experience of value based healthcare.

Potential impact Many healthcare students have the theory and knowledge on the expected values which constitute an ideal health professional but lack experience to truly appreciate the challenges to maintain this in practice. This session exposes students to typical health scenarios, aiming to improve self-awareness and confidence in their skills, whilst developing an appreciation of their strengths and current limitations. Benefits may include improved interprofessional and patient relationships, associated healthcare outcomes as well as higher retention of competent and professional future staff.

References

  1. Health Education England. HEE brings values to forefront of recruitment. [Online] Available from: https://hee.nhs.uk/2014/10/21/hee-brings-values-to-forefront-of-recruitment/ [Accessed 26thMay 2015], 2014

  2. Mercer-Mapstone, L, Kuchel, L. Teaching scientists to communicate: evidence-based assessment for undergraduate science education. Int J Sci Educ 2015:1–26. (Epub ahead-of-print)

  3. Woodier N. “Using your ABCs”.... A simple tool to teach medical students how to debrief in simulation. Poster presentation at the annual ASPiH Conference, Harrogate, UK. Abstract retrieved from www.aspih.org.uk/static/aspihdjango/.../aspih-conference-guide-2013.pd, 2013

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