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0119 Multidisciplinary Neonatal Training, Better Together
  1. Victoria Davies
  1. NHS, Leeds, UK


Context The Royal College of Paediatrics and Child Health (RCPCH) are advocating integration among inter-professionals in the workplace as reflected in the formation of the Foundation of Child Health within the RCPCH.1 At the undergraduate level, different professions train separately and often this continues at a postgraduate level and even in the work place.

Methodology Regular multidisciplinary neonatal simulation was established in Leeds Children’s hospital. Our aims were to promote team learning whilst strengthening non-technical and technical skills. Single professional sessions were avoided were possible. Simulation sessions occur either in situ or in our simulation centre and we used a combination of high and low fidelity manikins.

Results We have run over 20 multidisciplinary sessions, involving over 150 staff. On average there is 1 registrar; 2 SHO; 2.7 nurses; 0.5 sister/ANNP; 0.5 midwives and 0.3 students per session. Composition of the faculty is 19% consultant; 49% registrar and 32% sister/ANNP.

Learning points from candidates ranged from human factors in situational awareness to knowledge deficits in resuscitation algorithms. Latent errors including equipment failure, medication and system issues were identified and acted upon to improve patient safety. Feedback forms from candidates demonstrated an improvement in mean confidence score in managing similar crisis scenario from 2.9 to 4.2 (5-point Likert Score) pre and post simulation training.

Conclusions Our project has demonstrated support from staff for continuation and development of this modality of training to incorporate more allied health professionals. Our data reflects a multidisciplinary model in composition of our faculty. Recently midwives have shown interest in simulation training and this has led to development of our simulation program into the wider maternity services.

More work is needed to establish the level of training received by different members of the multidisciplinary faculty and identify groups that may require more formal simulation training.

  • Category: Course or curriculum evaluation/innovation/integration

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