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0186 Curriculum Mapping For Multiprofessional Simulation
  1. Ranjit Gunda1,2,
  2. Helen Creedon1,2,
  3. Alok Sharma1,2
  1. 1University Hospital Southampton, Southampton, UK
  2. 2MPROvE Group, Neonatal Medicine Department, Southampton, UK


Background Neonatology is a complex specialty where professionals from different backgrounds including neonatal nurses, nurse practitioners and doctors train separately but work together. The exposure to low frequency high risk events needs team working, behavioural and communication skills which traditional education methods fail to address. The Francis1 report endorses multiprofessional simulation to address these issues. The key issue is how we ensure learning for all multiprofessional members in the team. We present a process of curriculum integration to address this problem which other multiprofessional teams may find useful.

Method The BAPM has produced a curriculum for nurses which they need to rotate through to be qualified in specialty. In addition the Royal College of Paediatrics and Child Health have got curriculum competencies for neonatal trainees. Educators from the nursing and medical side have integrated the above curriculums through the production of a bank of 25 scenarios (retrograde mapping) which are run as a modular programme. This is administered over a 6 month cycle for the doctors and an annual cycle for the nurses.

Results 16 sessions of multidisciplinary training have covered the neonatal airway, access, respiratory problems, cardiac problems, and surgical scenarios. In addition issues identified at governance have been incorporated and mapped back to the curriculum.

Potential impact The absence of a defined curriculum for multidisciplinary neonatal training has not prevented implementation of simulation in our set up. However as educators, we cannot presume learning objectives for colleagues in other fields. We have focussed on adapting existing curriculums to meet competencies and learning objectives for all participating individuals. Curriculum integration has helped to formalise the nursing participation in what was a predominantly medical simulation programme with a significant increase in multidisciplinary sessions and participation over 2 years. We provide an example of retrograde mapping in simulation to multidisciplinary teams.


  1. Francis R,. (2013). Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. London: The Stationery office

  • Category: Course or curriculum evaluation/innovation/integration

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