P95 Carrots or sticks...for in-situ, using safety 2

Abstract

Background/Context/Aims Simulation training has typically concentrated on the eradication of error and what goes wrong, as opposed to focusing on successful practice (Hollnagel, 2014). We would like to suggest a novel approach to in-situ simulation, where the focus is placed upon identifying strengths, which can then be transferred into effective learning objectives. We found in-situ simulation is a useful vehicle for converting latent threats into strengths, so influencing quality improvement. This compliments ASPiH standard 13, where in-situ activity is driven authentically by day-to-day activity (Association for Simulated Practice in Healthcare, 2016). Learning Objectives: * Identify and describe latent strengths and threats. * Understand ‘Safety 2’ by producing learning objectives from identified strengths. Educational Methods Facilitators will: 1. Show a film of a typical simulation and facilitate a small group discussion centred on the discovery of potential points for debrief. This will be shared in plenary. 2. Through a short narrative, introduce the concept of latent strengths and threats and how these can be used as learning objectives for in-situ simulation. 3. Support participants in small groups to create useful learning objectives for scenario development based on latent strengths from their own clinical experiences. This will be shared in plenary. Target Audience Simulation educators with an interest in in-situ simulation, scenario development, latent strengths and threats, and/or quality improvement. Maximum Number of Participants: 24 Room Layout Open room with enough chairs for all to be seated in four circles of six individuals. Projector and screen positioned at the front of the space, so all can easily view it. Timetable Introductions/housekeeping 10 mins Film/discussion/ plenary 15 mins Narrative 10 mins Group discussion creating learning objectives for scenario development 15 mins Closing questions 10 mins AV P. Conflicts of Interest The authors declare no conflicts of interest. Consent All authors consent to this abstract being published in BMJ Simulation and Technology Enhanced Learning. Reference PC or Windows-based laptop, projector and screen, USB ‘clicker’ to advance slides remotely. References . Association for Simulated Practice in Healthcare (ASPiH). Simulation-based education in healthcare: Standards framework and guidance 2016. Retrieved 10th May, 2017, from https://worldspanmedia.s3.amazonaws.com/media/aspihdjango/uploads/documents/standards-consultation/standards-framework.pdf . Hollnagel E. Safety i and safety II. The Past and Future of Safety Management 2014. Farnham, Surrey, UK England: Ashgate.