Evaluating a simulation-based telecare training program for home healthcare professionals: A trainee perspective

Background: It is well acknowledged that clear, structured healthcare services that are mutually developed between the patient and the healthcare professionals are likely to be of high quality, desirable, and effective. Such service should address the complexity of the illness-health experience in terms of the factors that influence it as well as the physical and psychosocial consequences on the patient. The required focus should be on treating the patient rather than just treating the disease.Objectives: To develop relevant and feasible care guidelines that may inform more competent and patient centered services for adolescents and young adults with chronic conditions.Methodology: A sequential exploratory mixed method design guided this study. The first qualitative phase employed in-depth interviews to explore the experiences of adolescents and young adults about the health services they were receiving. This was followed by focus group interviews with healthcare professionals to discuss the patients’ reported needs and to suggest interventions that would address them. Finally, a second quantitative phase was carried out through a survey to explore the views of a larger sample of service stakeholders about the relevance and feasibility of the suggested guidelines for clinical practice.Results: The in-depth interviews revealed four main themes, as follows: a current amorphous service, sharing knowledge, the need to be at the center of service, and easing the transition process to adulthood. The second study phase yielded 32 proposed guidelines that may contribute to more competent and patient centered health care.

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Impact of simulation-based teamwork training on COVID-19 distress in healthcare professionals

10.21203/rs.3.rs-53418/v3 ◽

2020 ◽

Author(s):

Anna Beneria ◽

Mireia Arnedo ◽

Sofia Contreras ◽

Marcos Pérez-Carrasco ◽

Itziar Garcia-Ruiz ◽

...

Keyword(s):

Training Program ◽

Situation Awareness ◽

Healthcare Professionals ◽

Intervention Group ◽

Depression Scale ◽

Technical Skills ◽

Anxiety And Depression ◽

Control Group ◽

Leadership Communication ◽

Simulation Based

Abstract Context Non-technical skills such as leadership, communication, or situation awareness should lead to effective teamwork in a crisis. This study aimed to analyse the role of these skills in the emotional response of health professionals to the COVID-19 pandemic.Methods Before the COVID-19 outbreak, 48 doctors and 48 nurses participated in a simulation-based teamwork training program based on teaching non-technical skills through simulation. In May 2020, this group of professionals from a COVID-19 referral hospital was invited to participate in a survey exploring stress, anxiety, and depression, using the PSS-14 (Perceived Stress Scale) and the HADS (Hospital Anxiety and Depression Scale) measures. A control group that did not receive the training was included. We conducted a logistic regression to assess whether having attended a simulation-based teamwork training program modified the probability of presenting psychological distress (PSS-14>18 or HADS>12).Results A total of 141 healthcare professionals were included, 77 in the intervention group and 64 in the control group. Based on the PSS-14, 70.1% of the intervention group and 75% of the control group (p=0.342) had symptoms of stress. Having contact with COVID-19 patients [OR 4.16(1.64–10.52)]; having minors in charge [OR 2.75 (1.15–6.53)]; working as a doctor [0.39(0.16 – 0.95)], and being a woman [OR 2.94(1.09–7.91)] were related with PSS14 symptoms. Based on the HADS, 54.6% of the intervention group and 42.2% of the control group (p=0.346) had symptoms of anxiety or depression. Having contact with COVID-19 patients [OR 2.17(1.05 – 4.48)] and having minors in charge [OR 2.14(1.06 – 4.32)] were related to HADS symptoms. Healthcare professionals who attended COVID-19 patients showed higher levels of anxiety and depression [OR 2.56(1.03 – 6.36) (p=0.043)].Conclusion Healthcare professionals trained in non-technical skills through simulation tended towards higher levels of anxiety and depression and fewer levels of stress, during the COVID-19 pandemic.

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Impact of simulation-based teamwork training on COVID-19 distress in healthcare professionals

10.21203/rs.3.rs-53418/v2 ◽

2020 ◽

Author(s):

Anna Beneria ◽

Mireia Arnedo ◽

Sofia Contreras ◽

Marcos Pérez-Carrasco ◽

Itziar Garcia-Ruiz ◽

...

Keyword(s):

Training Program ◽

Situation Awareness ◽

Healthcare Professionals ◽

Intervention Group ◽

Depression Scale ◽

Technical Skills ◽

Anxiety And Depression ◽

Control Group ◽

Leadership Communication ◽

Simulation Based

Abstract Context Non-technical skills such as leadership, communication, or situation awareness should lead to effective teamwork in a crisis. This study aimed to analyse the role of these skills in the emotional response of health professionals to the COVID-19 pandemic.Methods Before the COVID-19 outbreak, 48 doctors and 48 nurses participated in a simulation-based teamwork training program based on teaching non-technical skills through simulation. In May 2020, this group of professionals from a COVID-19 referral hospital was invited to participate in a survey exploring stress, anxiety, and depression, using the PSS-14 (Perceived Stress Scale) and the HADS (Hospital Anxiety and Depression Scale) measures. A control group that did not receive the training was included. We conducted a logistic regression to assess whether having attended a simulation-based teamwork training program modified the probability of presenting psychological distress (PSS-14>18 or HADS>12).Results A total of 141 healthcare professionals were included, 77 in the intervention group and 64 in the control group. Based on the PSS-14, 70.1% of the intervention group and 75% of the control group (p=0.342) had symptoms of stress. Having contact with COVID-19 patients [OR 4.16(1.64–10.52)]; having minors in charge [OR 2.75 (1.15–6.53)]; working as a doctor [0.39(0.16 – 0.95)], and being a woman [OR 2.94(1.09–7.91)] were related with PSS14 symptoms. Based on the HADS, 54.6% of the intervention group and 42.2% of the control group (p=0.346) had symptoms of anxiety or depression. Having contact with COVID-19 patients [OR 2.17(1.05 – 4.48)] and having minors in charge [OR 2.14(1.06 – 4.32)] were related to HADS symptoms. Healthcare professionals who attended COVID-19 patients showed higher levels of anxiety and depression [OR 2.56(1.03 – 6.36) (p=0.043)].Conclusion Healthcare professionals trained in non-technical skills through simulation tended towards higher levels of anxiety and depression and fewer levels of stress, during the COVID-19 pandemic.

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Impact of Simulation-Based Teamwork Training on COVID-19 Distress in Healthcare Professionals

10.21203/rs.3.rs-53418/v1 ◽

2020 ◽

Author(s):

Anna Beneria ◽

Mireia Arnedo ◽

Sofia Contreras ◽

Marcos Pérez-Carrasco ◽

Itziar Garcia-Ruiz ◽

...

Keyword(s):

Training Program ◽

Situation Awareness ◽

Healthcare Professionals ◽

Intervention Group ◽

Depression Scale ◽

Technical Skills ◽

Anxiety And Depression ◽

Control Group ◽

Leadership Communication ◽

Simulation Based

Abstract ContextNon-technical skills such as leadership, communication or situation awareness should lead to effective teamwork in a crisis situation. The aim of the study was to analyse the role of these skills on the emotional response of health professionals to the COVID-19 pandemic.MethodsBefore COVID-19 outbreak, 48 doctors and 48 nurses participated in a simulation-based teamwork training program based on teaching non-technical skills through simulation. In May 2020, this group of professionals from a COVID-19 referral hospital were invited to participate in a survey exploring stress, anxiety, and depression, using PSS-14 (Perceived Stress Scale) and HADS (Hospital Anxiety and Depression Scale) measures. A control group that did not receive the training was included. We conducted a logistic regression to assess whether having attended simulation-based teamwork training program modified the probability of presenting psychological distress (PSS-14>18 or HADS>12).ResultsA total of 141 healthcare professionals were included, 77 in the intervention group and 64 in the control group. Based on the PSS-14, 70.1% of the intervention group and 75% of the control group (p=0.342) had symptoms of stress. Having contact with COVID-19 patients [OR 4.16(1.64–10.52)]; having minors in charge [OR 2.75 (1.15–6.53)]; working as doctor [0.39(0.16 – 0.95)]; and being woman [OR 2.94(1.09–7.91)] were related with PSS14 symptoms. Based on the HADS, 54.6% of the intervention group and 42.2% of control group (p=0.346) had symptoms of anxiety or depression. Having contact with COVID-19 patients [OR 2.17(1.05 – 4.48)] and having minors in charge [OR 2.14(1.06 – 4.32)] were related with HADS symptoms. Healthcare professionals who attended COVID-19 patients showed higher levels of anxiety and depression [OR 2.56(1.03 – 6.36) (p=0.043)].ConclusionHealthcare professionals trained in non-technical skills through simulation had a tendency towards higher levels of anxiety and depression and less levels of stress, during the COVID-19 pandemic.

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Impact of simulation-based teamwork training on COVID-19 distress in healthcare professionals

BMC Medical Education ◽

10.1186/s12909-020-02427-4 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Anna Beneria ◽

Mireia Arnedo ◽

Sofia Contreras ◽

Marco Pérez-Carrasco ◽

Itziar Garcia-Ruiz ◽

...

Keyword(s):

Training Program ◽

Situation Awareness ◽

Healthcare Professionals ◽

Intervention Group ◽

Depression Scale ◽

Technical Skills ◽

Anxiety And Depression ◽

Control Group ◽

Leadership Communication ◽

Simulation Based

Abstract Context Non-technical skills such as leadership, communication, or situation awareness should lead to effective teamwork in a crisis. This study aimed to analyse the role of these skills in the emotional response of health professionals to the COVID-19 pandemic. Methods Before the COVID-19 outbreak, 48 doctors and 48 nurses participated in a simulation-based teamwork training program based on teaching non-technical skills through simulation. In May 2020, this group of professionals from a COVID-19 referral hospital was invited to participate in a survey exploring stress, anxiety, and depression, using the PSS-14 (Perceived Stress Scale) and the HADS (Hospital Anxiety and Depression Scale) measures. A control group that did not receive the training was included. We conducted a logistic regression to assess whether having attended a simulation-based teamwork training program modified the probability of presenting psychological distress (PSS-14 > 18 or HADS> 12). Results A total of 141 healthcare professionals were included, 77 in the intervention group and 64 in the control group. Based on the PSS-14, 70.1% of the intervention group and 75% of the control group (p = 0.342) had symptoms of stress. Having contact with COVID-19 patients [OR 4.16(1.64–10.52)]; having minors in charge [OR 2.75 (1.15–6.53)]; working as a doctor [0.39(0.16–0.95)], and being a woman [OR 2.94(1.09–7.91)] were related with PSS14 symptoms. Based on the HADS, 54.6% of the intervention group and 42.2% of the control group (p = 0.346) had symptoms of anxiety or depression. Having contact with COVID-19 patients [OR 2.17(1.05–4.48)] and having minors in charge [OR 2.14(1.06–4.32)] were related to HADS symptoms. Healthcare professionals who attended COVID-19 patients showed higher levels of anxiety and depression [OR 2.56(1.03–6.36) (p = 0.043)]. Conclusion Healthcare professionals trained in non-technical skills through simulation tended towards higher levels of anxiety and depression and fewer levels of stress, during the COVID-19 pandemic.

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52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2813 ◽

2007 ◽

Vol 30 (4) ◽

pp. 56

Author(s):

I. Rigby ◽

I. Walker ◽

T. Donnon ◽

D. Howes ◽

J. Lord

Keyword(s):

Internal Medicine ◽

Emergency Medicine ◽

Medical Education ◽

Family Medicine ◽

Training Program ◽

Correlation Coefficient ◽

Training Programs ◽

Self Assessment ◽

Procedural Skills ◽

Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

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Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2021-000894 ◽

2021 ◽

pp. bmjstel-2021-000894

Author(s):

Sinead Campbell ◽

Sarah Corbett ◽

Crina L Burlacu

Keyword(s):

Simulation Training ◽

Online Video ◽

Safety Measures ◽

Face To Face ◽

Video Assisted ◽

Simulation Based ◽

High Standards ◽

Strongly Agree ◽

Training Opportunities ◽

Simulation Programme

BackgroundWith the introduction of strict public health measures due to the coronavirus pandemic, we have had to change how we deliver simulation training. In order to reinstate the College of Anaesthesiologists Simulation Training (CAST) programme safely, we have had to make significant logistical changes. We discuss the process of reopening a national simulation anaesthesiology programme during a pandemic.MethodsWe approached how to reinstate the programme with three distinct but intertwined projects, as in the following: (1) a survey of effects of the pandemic on training opportunities for anaesthesiology trainees, (2) proposals for methods of reinstating simulation were developed under the headings avoidance, compromise, accommodation and collaboration. A small online video-assisted simulation pilot was carried out to test the compromise method, (3) having opted for combined accommodation (onsite with smaller participant numbers and safety measures) and collaboration (with other regional centres), a postreinstatement evaluation during a 4-month period was carried out.Results(1) Eighty-five per cent of 64 trainees surveyed felt that they had missed out not only just on simulation-based education (43%) but also on other training opportunities, (2) when five trainees were asked to state on a 1 to 5 Likert scale (strongly disagree, disagree, undecided, agree and strongly agree) whether online video-assisted simulation was similar to face-to-face simulation in four categories (realism, immersion, sense of crisis and stress), only 9 (45%) of the 20 answers agreed they were similar, (3) When onsite simulation was reinstated, the majority of trainees felt that training was similar to prepandemic and were happy to continue with this format.ConclusionIn order to reinstate simulation, we have identified that accommodation and collaboration best suited the CAST while compromise failed to rank high among trainees’ preferences. Onsite courses will continue to be delivered safely while meeting the high standards our trainees have come to expect.

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Students’ perceptions of visibility in physical education

European Physical Education Review ◽

10.1177/1356336x211025874 ◽

2021 ◽

pp. 1356336X2110258

Author(s):

Eli-Karin S Åsebø ◽

Helga S Løvoll ◽

Rune J Krumsvik

Keyword(s):

Physical Education ◽

Structured Interviews ◽

Study Approach ◽

Transaction Model ◽

Lesson Content ◽

Field Notes ◽

Group Interviews ◽

Ninth Grade Students ◽

Past Experiences ◽

And Coping

The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. The findings show that students perceive visibility differently depending on the context; some students like being visible in PE, while others dread it. Perceptions change rapidly and are situation-specific, influenced by the lesson content, the way the teacher facilitates the lessons, self-perception shaped by past experiences, the presence, actions, and attitudes of fellow students, body pressure and societal body ideals. The findings actualise the relevance of the transaction model of stress and coping ( Lazarus and Folkman, 1984 ) in determining when visibility in PE is and is not perceived as stressful. Consequently, the organization of the PE environment benefits from these insights.

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