Abstract
Introduction. Multidisciplinary simulation-based team training (STT) provides a powerful training method to train technical and team skills during emergencies. Effectiveness of STT depends on transfer of learned skills to clinical practice. In this study we examined three important prerequisites to enhance transfer from STT into clinical practice, intervention readiness, realism, and performance self-efficacy. Methods. For the quantitative part of the study, 131 participants (pediatric nurses and physicians) were asked to fill out an online questionnaire before and after training. For the qualitative part of the study we organized three one-hour focus group sessions in which participants were interviewed on attitude, realism, and self-efficacy. Results. Providing adequate preparation material and extensive debriefing of scenarios is important in creating this positive learning experience. The perspective of realism depends strongly on setting and learning goals. During STT team assembly and role playing can become more important to participants, while physical aspects become less important. Performance self-efficacy for all participants increases significantly (P<0.05) regarding team skills. Conclusions. STT can be a very positive multidisciplinary learning experience, which creates the possibility of enhancing confidence, skills, and team performance within the clinical context. STT combines three important prerequisites for transfer of training to take place.
Highlights
Multidisciplinary simulation-based team training (STT) provides a powerful training method to train technical and team skills during emergencies
Physicians suggested that nurses need higher levels of physical realism, because of the fact that physicians are called in the scenario when there’s already an urgent state of acting
We aimed to investigate how important prerequisites for transfer of skills are valued by participants before and after training and how they can be influenced to optimize STT
Summary
Multidisciplinary simulation-based team training (STT) provides a powerful training method to train technical and team skills during emergencies. In this study we examined three important prerequisites to enhance transfer from STT into clinical practice, intervention readiness, realism, and performance self-efficacy. STT can be a very positive multidisciplinary learning experience, which creates the possibility of enhancing confidence, skills, and team performance within the clinical context. STT takes place in a learning environment that closely matches the clinical setting, which has been identified as an important factor on memory retrieval and transfer [5]. This type of training uses different educational tools, including hands-on practice and instant debriefing, that could stimulate activation of prior knowledge [6]. None of the studies included n Gender (male/female) Age in years mean Mean work experience in years (SD) Experience with STT (% yes)
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