Non-technical skills learning in healthcare through simulation education: integrating the SECTORS learning model and complexity theory

Recent works have reported the SECTORS model for non-technical skills learning in healthcare. The TINSELS programme applied this model, together with complexity theory, to guide the design and piloting of a non-technical skills based simulation training programme in the context of medicines safety. The SECTORS model defined learning outcomes. Complexity Theory led to a simulation intervention that employed authentic multi-professional learner teams, included planned and unplanned disturbances from the norm and used a staged debrief to encourage peer observation and learning. Assessment videos of non-technical skills in each learning outcome were produced and viewed as part of a Non-Technical Skills Observation Test (NOTSOT) both preintervention and postintervention. Learner observations were assessed by two researchers and statistical difference investigated using a student's t test. The resultant intervention is described and available from the authors. Eighteen participants were recruited from a range of inter-professional groups and were split into two cohorts. There was a statistically significant improvement (p=0.0314) between the Mean (SD) scores for the NOTSOT pre course 13.9 (2.32) and postcourse 16.42 (3.45). An original, theoretically underpinned, multiprofessional, simulation based training programme has been produced by the integration of the SECTORS model for non-technical skills learning the complexity theory. This pilot work suggests the resultant intervention can enhance non-technical skills.

Download Full-text

USING SIMULATION TO IMPROVE PROFESSIONAL PERFORMANCE OF CRITICAL CARE NURSES AT KING ABDUL-AZIZ MEDICAL CITY, RIYADH

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2015-000044.1 ◽

2015 ◽

Vol 1 (1) ◽

pp. 41.1-41 ◽

Cited By ~ 1

Author(s):

Maha Aljuaid

Keyword(s):

Critical Care ◽

Clinical Education ◽

Technical Skills ◽

Critical Care Nurses ◽

Nursing Knowledge ◽

Nursing Orientation ◽

New Nurses ◽

Simulation Education ◽

Simulation Based ◽

Medical City

IntroductionHealth care institutions strive to develop orientation programs that are effective and efficient to prepare nurses entering to critical care. Clinical education must have combined knowledge of physical, behavioural and technical clinical education (American Association of Critical Care Nurses, 2004).Objectives:1. To identify the effect of simulation based education in standardizing nursing orientation2. To share the experience of KAMC-R in utilizing simulation education to improve patient safety and the quality of careBackgroundSimulation provides safe learning environment, allows debriefing, and stimulates critical thinking skills (Critical Care Nursing, 2007). Neuro Critical Care unit (NCCU) at King Abdul-Aziz Medical City (KAMC-R) faces influx of new nurses; therefore continuous education is imperative to those nurses. Simulation education strategy is utilized to improve technical and non-technical skills for new nurses. The critical care collaborative leadership adopted simulation based education to replace the old nursing orientation. The new‖orientation program piloted in Trauma ICU and Surgical ICU for two months, it was then implemented into all adult critical care units.MethodologyClinical resource nurses (CRNs) are the educators who run the program to the new staff. Clinical skills are validated by using Mosby skills checklist in which nurses demonstrate the skills on high fidelity simulation manikins.ResultsDecember 2010, nurses' anecdotal reports used to evaluate the experience of NCCU in utilizing simulation education. 32 nurses reported increase nursing knowledge, and improve technical skills. April 2014, survey was conducted to evaluate the effectiveness of the new orientation participated by CRNs, practice facilitators, and new nurses. The result showed that using of simulation enhances nursing knowledge and skills, simulation activities are engaging, and staffs build more confidence.ConclusionA healthy learning environment is essential for optimal nursing training. Nursing orientation requires abundant resources to ensure patient safety and competency of critical care nurses.

Download Full-text

Identifying technical skills and clinical procedures in surgery for a simulation-based curriculum: a national general needs assessment

Surgical Endoscopy ◽

10.1007/s00464-020-08235-7 ◽

2021 ◽

Author(s):

Rune Dall Jensen ◽

Charlotte Paltved ◽

Claudia Jaensch ◽

Jesper Durup ◽

Randi Beier-Holgersen ◽

...

Keyword(s):

Needs Assessment ◽

Technical Skills ◽

Clinical Procedures ◽

Simulation Based

Download Full-text

O25 Developing an interprofessional gaze for default teams: educators’ experiences of providing simulation based education for mixed professional groups

10.1136/bmjstel-2017-aspihconf.47 ◽

2017 ◽

Author(s):

Claire Walsh ◽

FM Gordon ◽

A McClimmens

Keyword(s):

Professional Groups ◽

Simulation Based

Download Full-text

Use of simulation-based training of surgical technical skills among ENTs: an international YO-IFOS survey

European Archives of Oto-Rhino-Laryngology ◽

10.1007/s00405-021-06846-x ◽

2021 ◽

Author(s):

Valentin Favier ◽

Tareck Ayad ◽

Fabian Blanc ◽

Nicolas Fakhry ◽

Steven Arild Wuyts Andersen

Keyword(s):

Technical Skills ◽

Surgical Technical ◽

Simulation Based

Download Full-text

Distributed Simulation as a modelling tool for the development of a simulation-based training programme for cardiovascular specialties

Advances in Simulation ◽

10.1186/s41077-017-0049-y ◽

2017 ◽

Vol 2 (1) ◽

Cited By ~ 1

Author(s):

Tanika Kelay ◽

Kah Leong Chan ◽

Emmanuel Ako ◽

Mohammad Yasin ◽

Charis Costopoulos ◽

...

Keyword(s):

Distributed Simulation ◽

Training Programme ◽

Simulation Based

Download Full-text

Do Different Roles of Anesthesia Residents Improve Knowledge Retention after Non-Technical Skills Workshop?

Journal of the Medical Association of Thailand ◽

10.35755/jmedassocthai.2021.09.12987 ◽

2021 ◽

Vol 104 (9) ◽

pp. 1519-1527

Keyword(s):

Test Scores ◽

Linear Regression Analysis ◽

Technical Skills ◽

Knowledge Retention ◽

University Hospital ◽

Multivariate Linear Regression Analysis ◽

Simulation Based ◽

Post Test ◽

Anesthesia Residents ◽

Predictors Of Change

Objective: The authors assessed whether anesthesia residents who acted as a scenario creators would have better knowledge retention than their juniors 90 days after participating in a simulation-based anesthetists’ non-technical skills (ANTS) workshop. Materials and Methods: A prospective observational study via simulation ANTS workshop was conducted at a university hospital in southern Thailand in November 2017. Seven third-year post-graduate (PGY-3) residents volunteered as scenario creators, while the remaining anesthesia residents were randomly selected to participate in or observe three case scenarios, which were cardiac arrest, hypotension, and difficult ventilation. Resident’s knowledge was assessed before, immediately after, and 90 days after the workshop using a 20-item multiple-choice questionnaire. Predictors of change in knowledge scores were analyzed using multivariate linear regression analysis and presented as beta coefficient (β) and 95% confidence limits (CL). Results: Twenty-four anesthesia residents were recruited in the present study and included eight PGY-1, seven PGY-2, and nine PGY-3. The roles consisted of seven scenario creators, seven participants, and 10 observers. The overall immediate post-test and 90-day post-test scores increased significantly compared to the pre-test scores with a mean of 15.5 and 13.2 versus 11.7 (p<0.001 and p=0.007, respectively). The predictors of change in 90-day scores were PGY-3 versus PGY-1 (β 95% CL 4.0 [0.5 to 7.6], p=0.039), and role of participants and observers versus scenario creator (β 95% CL 5.5 [2.2 to 8.8] and 6.7 [2.8 to 10.6], p=0.004, respectively). Conclusion: Anesthesia residents who were participants or observers could improve their knowledge 90 days after a simulation-based ANTS workshop without necessarily being a scenario creator. Keywords: Anesthetists’ non-technical skill; Knowledge retention; Scenario creator; Simulation workshop

Download Full-text

¿Cómo entrenar una habilidad compleja en cirugía?: Evaluación cualitativa de una estrategia basada en simulación

Revista Argentina de Cirugía ◽

10.25132/raac.v113.n1.1569.ei ◽

2021 ◽

Vol 113 (1) ◽

pp. 101-110

Author(s):

Juan I. Cobián ◽

◽

Federico Ferrero ◽

Martín P. Alonso ◽

Alberto M. Fontana

Keyword(s):

Work Teams ◽

Technical Skills ◽

Role Playing ◽

Professional Activity ◽

High Fidelity Simulation ◽

Future Studies ◽

Raising Awareness ◽

Simulation Based ◽

Overall Performance ◽

The Impact

Background: Learning complex tasks in surgical requires the coordination and integration of technical and non-technical skills have an impact on the performance of work teams. Objective: The aim of this study is to report the results of a simulation-based educational strategy for training in complex surgical skills considering the participants’ perceptions. Material and methods: In 2019, 10 healthcare professionals participated in a 20-hour course divided in 6 hours of online training and 14 hours of onsite training. The strategy designed included the integration of case resolution activities, role-playing, practice with synthetic and virtual simulators and high-fidelity simulation. At the end of the course, a questionnaire was administered to explore participants’ perceptions on what they had learned and on their attitude changes. Results: Fifty percent of the participants perceived their skills and knowledge improved at the end of the course compared with their perception at the beginning of the course while 80% perceived the impact of the course on their professional activity was good or excellent. All the participants agreed with the need for improving non-technical skills. The experience was rated as positive or very positive by all participants, who were eager to repeat it. Conclusion: The participants’ perceptions of this educational program demonstrates that this method is highly accepted. Raising awareness of non-technical skills during the reflection stage suggests the need for changes in attitude and in self-perception of efficacy. We believe that simulation-based training offers the possibility of improving the overall performance of the surgical team. Future studies should focus on this goal.

Download Full-text

Abstract W P317: Pan-London Simulation Training for Hyperacute Stroke

Stroke ◽

10.1161/str.45.suppl_1.wp317 ◽

2014 ◽

Vol 45 (suppl_1) ◽

Author(s):

J Birns ◽

P Jaye ◽

A Roots ◽

G Reedy ◽

Alastair Ross

Keyword(s):

Learning Outcomes ◽

Health Care Professionals ◽

Simulation Training ◽

Emergency Situation ◽

Technical Skills ◽

Stroke Care ◽

Training Programme ◽

Management Decision ◽

Structured Interviews ◽

Hyperacute Stroke

Background: City-wide re-organisation of stroke care in London, incorporating 8 hyperacute stroke units (HASUs), has improved thrombolysis rates and survival cost-effectively. Continued staffing of HASUs requires stroke-specialist training to develop competencies for managing neurological emergencies. Simulation training provides an education platform for health care professionals to become immersed in realistic scenarios where outcome is dependent upon technical and non-technical skills. Methods: A standardised, curriculum-mapped, high-fidelity, simulation-training programme was developed on 4 HASUs for city-wide staff to attend. Learning outcomes included technical (acute stroke assessment/management) and non-technical skills (including time management/decision-making/teamwork). A mixed-methods evaluation approach was used to evaluate data from participants before, during, and after training. Results: Over a 2 year period, 152 HASU staff (70 medical; 82 nursing) participated. Quantitative analysis showed a pre/post-course increase in candidates’ ability to manage emergency stroke situations (t=6.6, p<0.001), leadership skills (t=6.7, p<0.001) and communication skills (t=3.7, p<0.001), more so in junior compared with senior clinicians. Simulation training was enjoyable (mean (SD) rating 5.7(2) on 7 point Likert scale), with higher ratings from doctors compared with nurses (t=3; p<0.01). Enjoyment correlated positively (r=0.853; p<0.001) and previous experience of simulation correlated negatively (r=-0.228; p<0.05) with relevance to clinical practice. Thematic analysis of post-course semi-structured interviews demonstrated 5 important learning outcomes (assertiveness; calling for help; situational awareness; teamwork; verbalising thoughts) and 3 main responses for transference to practice (general enthusiasm with no particular practical change; immediate recognition of an emergency situation providing recall of the course; reflective change). Conclusion: Simulation training may be effective in helping achieve HASU-specific learning outcomes and may be delivered in a standardised manner across multiple sites.

Download Full-text