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10 Turning the tables on operating department practitioner students: student collaboration to create peer-developed scenarios
  1. Gayle Mackie,
  2. A Lafferty
  1. Glasgow Caledonian University, UK

Abstract

Background/context High fidelity simulation in {HE establishment} is in its infancy. Single-skill acquisition and lower fidelity simulations are prevalent, meaning staff have little time to create and trial authentic, high fidelity scenarios. Therefore, the number of tried and tested scenarios able to be run in the centre is small at present.

Larew et al, (2006) suggest that the creation of scenarios necessitates a knowledge of patient conditions, and problems and interventions related to those conditions, so if scenario creation could be adopted into the curriculum as a student learning task, then it may be a partial solution to several problems, namely, time constraints, deepening student knowledge on a given topic, building a scenario bank, and fostering student staff collaboration.

Specific idea or innovation Third year Operating Department Practitioner (ODP) students were asked to research a specific subject assigned to them in the Managing Post Anaesthetic Care module. Their task was to create, in groups, a 10 minute long scenario for them to facilitate, and their peers to undertake. The scenario must address one non-technical, and two technical skills in their given subject area. A debrief should also be planned. Syudents were scaffolded during the process a scenario framework and debriefing template. The task was not assessed.

Method In small groups (n = 5), students

  • created the scenario

  • researched the evidence to justify their scenario

  • collaborated with technical staff to program, trial and fine tune the scenario

  • facilitated the scenario and debriefed their peers

  • reviewed both the peers’ performance and their experience of the creation process

Results Students positively evaluated the learning by design process, and repoted they felt it enhanced their learning. Steps are therfore in place to embed this method of designing simulation into the curriculum, and also to disseninate the process to other departments in the school.

Reference

  1. Larew C, Lessans S, Spunt D, Foster D, Covington BG. Innovations in clinical simulation: Application of Benner's theory in an interactive patient care simulation. Nursing Education Perspectives 2006;27:16–21.

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