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Often it may be some time before simulation candidates experience an opportunity to put into practice what they have learnt. During this interval their proficiency can fade.1 Here we present a fortuitous situation where a candidate participating in an intensive care unit (ICU)-based in situ simulation session was immediately faced with a deteriorating patient when she returned to active duty on the ward, allowing her to practice what she had reflected on in her simulation session. This allowed the candidate to enter the active experimentation phase of experiential learning.2 3 Here we discuss the effect of this on the candidate’s learning experience and include reflection from the candidate.
At the Royal Surrey County Hospital, the Medisim team regularly run in situ multidisciplinary high-fidelity simulation within the ICU. Scenarios typically involve the management of acutely unwell patients with involvement from all aspects of the multidisciplinary team (MDT). Scenarios are then followed by a debrief that explores the technical aspects and the non-technical aspects of events that unfolded and identify behaviours and techniques to carry forward in their practice.
As well as assessment and management of the deteriorating patient by the MDT, the scenario in question was designed with the aim of giving a junior …
Contributors GP organised and led the simulation session with the supervision of MB. CB was the candidate in this scenario. GP and CB wrote the first draft of the manuscript. All authors have approved the final version.
Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.
Competing interests None declared.
Provenance and peer review Not commissioned; externally peer reviewed.
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