OP12 Introducing and developing a new clinical skills and simulation team within higher education

Abstract

Aim To successfully establish a team that augments and enhances simulation-based education across the faculty of Health and Wellbeing. Objectives Scope current clinical skills and simulation activities across existing courses. Prioritising areas for development including integrating human factors into educational offerings. Work collaboratively with academic team to develop and deliver educational packages. Determine impact of activities via feedback from students, faculty, technical team. Summary of work undertaken Practitioners were recruited from November 2017 to form the Clinical Skills and Simulation team to develop SBE across the Nursing and Midwifery school. Self-directed learning sessions for students to practice taught clinical skills were developed and facilitated, alongside wider development and delivery of several practical sessions; with plans for continued expansion, supporting academics in maximising both technical and non-technical skills SBE, enabling students to learn in a safe, supportive environment.1 After scoping what already existed through creating questionnaires and observing and evaluating sessions, work schedules were prioritised and focused amongst the team to maximise the potential for development across the faculty, considering complex demands on time, confidence and knowledge. Collaborating with faculty staff was essential in helping the team understand the environment and gaining an understanding of the demand and desire expressed by faculty staff for more SBE, which was gauged partly through a survey of confidence and feelings about simulation, from which faculty development opportunities were considered. Consideration of human factors such as leadership, communication, teamwork, decision making, situational awareness2 was important and achieved through reading relevant literature; a common theme throughout the University’s nursing and midwifery curriculum, and further bolstered by helping redevelop and deliver a human factors focused practical. Gaining an understanding of how the Nursing and Midwifery Council’s forthcoming education framework and more locally the development of the integrated curriculum was achieved through engaging in curriculum development, attending both academic and student engagement meetings, with further input into how SBE is implemented within these developments planned. Healthcare professions provide clinicians with transferable skills, but these can become narrowly-focused depending on the specific practice area, meaning all team members had to expand, update and refresh knowledge. Skills and behavioural attributes and identifiable human factors are reflected across the two roles: having an engaging approach, being credible in delivering knowledge, collaborating with others, being situationally aware, acting as an effective and reflective facilitator3 to support students to be competent, confident practitioners. Gaining an understanding of this enabled more effective development of SBE considering the learning opportunities and any practical limitations whilst maintaining and supporting the psychological safety of students to try and ensure effective learning.3 Impact on practice Predicted impact: Increased confidence and competence for students in undertaking clinical skills Successful increase in the fidelity of SBE activities enhances learning Increased practitioner awareness of the impact of human factors on commencing a new role in a new professional environment For the faculty department to gain ASPIH accreditation in line with their national standards for SBE4 Embedding SBE within the new faculty integrated curriculum through clear identification of where these exist. References . Felton A, Wright N. Simulation in mental health nurse education: The development, implementation and evaluation of an educational innovation. Nurse Education in Practice2017;26:46–52. . White N. Understanding the role of non-technical skills in patient safety. Nursing Standard2012;26(26);43–48. . May A, Edgar S. Developing the skills and attributes of a simulation-based healthcare educator. In: RILEY, Richard, H. (Ed.), Manual of Simulation in Healthcare 2016(2nd ed.). Oxford University Press, Oxford. 65–77. . Purva M. and Nicklin J. ASPiH standards for simulation-based education: Process of consultation, design and implementation. BMJ Stel 2017;0:1–9. [online] doi:10.1136/bmjstel-2017­000232