Ethical Standards In Research Research Articles

Retractions in academic publishing: insights from highly ranked global universities

Purpose The study aims to profile the scientific retractions in the top five global universities and provide descriptive statistics on specific subjects. Design/methodology/approach The data for reasons behind retractions is manually extracted from the Retraction Watch Database. The top five global universities according to the Times Higher Education global ranking of 2024 are selected for this study. Findings The study found that Stanford University emerged with the highest number of retractions in the assessment across institutions in the field of basic life sciences and health sciences. Notably, the predominant reasons for these retractions were identified, with “unreliable results” being the most prevalent, accounting for 53 retractions. Following closely was the category of “errors in results and/or conclusions”, contributing to 51 retractions. MIT has the longest time between publication and retraction of any subject group, with an average of 1,701 days. Research limitations/implications This study has some limitations, as it only analysed the retractions of the top five global universities. Originality/value The study provides a comprehensive analysis of retractions in academic publishing, focusing on reasons, time gaps, article types and accessibility categories across prestigious universities. The paper underscores the critical role of retractions in maintaining the integrity of scientific literature, emphasizing the importance of transparent correction and responsible peer review to ensure the reliability and trustworthiness of published research. Results show that common reasons for retractions include duplication, fake peer review and plagiarism, underlining the need for ethical research standards.

RETRACTED: Ahmad et al. Neuroprotection against Aluminum Chloride-Induced Hippocampus Damage in Albino Wistar Rats by Leucophyllum frutescens (Berl.) I.M. Johnst. Leaf Extracts: A Detailed Insight into Phytochemical Analysis and Antioxidant and Enzyme Inhibition Assays. Front. Biosci. (Landmark Ed) 2023, 28(8), 184.

The Editors-in-Chief have retracted the article titled "[Neuroprotection against Aluminum Chloride-Induced Hippocampus Damage in Albino Wistar Rats by Leucophyllum frutescens (Berl.) I.M. Johnst. Leaf Extracts: A Detailed Insight into Phytochemical Analysis and Antioxidant and Enzyme Inhibition Assays]" ([1]) due to significant concerns regarding the reliability and integrity of the data presented. After the publication of the article, several issues were brought to our attention regarding the originality and authenticity of the visual data within the manuscript. Specifically, Figure 4 of the article contains images that are identical to those in the previously published papers [2, 3]. This duplication of images raises serious questions about the validity of the results and the adherence to ethical standards of research. Despite multiple attempts to contact the authors for an explanation and an opportunity to address these concerns, no satisfactory response was provided. Given the lack of accountability and the serious nature of the academic misconduct implied, the Editor-in-Chief, after careful consideration and in accordance with the publication's ethical guidelines, has decided to retract the article.

An Analysis of COVID-19 Statistics in Rivers State, Nigeria: A Study of Demographic Patterns, Geographic Distribution, and Prevalent Symptoms from April 2020 to March 2021

Introduction: Coronavirus disease (COVID-19) is an acute infectious disease caused by the SARS-CoV-2 virus which is characterized mainly by fever and cough and is capable of progressing to severe symptoms and in some cases death. Aims: To analyze COVID-19 statistics in Rivers State, Nigeria, during the specified period to contribute to the broader understanding of the epidemiology of COVID-19 in the region. Methodology: Study Design: A cross-sectional study was conducted involving the retrieval of secondary data. Place and Duration of Study: The study was carried out at the Epidemiology Division of the Rivers State Department of Public Health, Ministry of Health, in December 2022. Participants: A total of 6,299 patients recorded between April 2020 to March 2021 in the Epidemiology Unit were included in the study. Patients with incomplete data were excluded from the analysis. Data Collection and Analysis: Secondary data recorded in Excel format was retrieved from the Epidemiology Unit of the Rivers State Ministry of Health. The data was then exported to IBM Statistical Product and Service Solutions (SPSS) version 25 for analysis. Frequencies were generated and reported in tabular format. Ethical Considerations: Ethical approval for the study was obtained from the Ethics Committee of the State Ministry of Health Board, Port Harcourt, ensuring compliance with ethical standards in research and the University of Port Harcourt Ethics Committee to the State Hospital Board. Results: The mortality rate stood at 1.4%. Port Harcourt Local Government Area (LGA) accounted for approximately two-thirds of all infections, while nearly one-third originated from Obio/Akpor LGA. Among those infected, 17.4% reported a history of travel, while 1% had attended a burial before contracting the virus. Symptomatic presentation was prevalent, with four out of every five confirmed cases (76.9%) experiencing various symptoms, with sore throat emerging as a common presentation alongside fever and other symptoms. Significant disparities were observed concerning the sex and age distribution of infections (p < 0.0001). Males were more affected than females, and individuals within the age groups of 31-40 and 41-50 constituted three-fifths of the total infections. Conclusion: As the COVID-19 pandemic unfolded, a notable shift in infection rates emerged, highlighting a trend where younger demographics, notably women, became increasingly susceptible. Despite initial perceptions of heightened severity and mortality among older males, nuanced analysis revealed diverse vulnerabilities across gender and age spectrums. Occupational exposures, biological variations, and behavioural disparities all contributed to the observed gender discrepancies in infection rates and outcomes. Furthermore, the urban landscape, with its higher population density and increased mobility, served as a catalyst for the rapid spread of the virus, albeit impacting genders in differing proportions. Moreover, the varied presentation of symptoms, with sore throat emerging as a prevalent feature alongside fever and other manifestations, underscores the necessity for tailored public health interventions.

Navigating social work practice research challenges: collaboration, participant rights and ethics

In this article, we discuss the challenges in engaging with research participants from marginalised communities, including from some minority communities where there are interconnecting issues of poverty, racism, school exclusion, family breakdown and sometimes youth crime. This is aligned with experiences of developing research partnerships with local services in evaluation work. Two research case studies, from evaluation research with child and family social work and the youth justice system, discuss experiences of researching within inner-city areas, navigating researcher–practitioner relationships and maintaining ethical research standards. In both cases, entering the research field presented challenges related to sensitivities and distress experienced by participants. Our case-study discussions demonstrate how the researchers responded to risk and unwitting involvement with young people in conflict, in prison and experiencing family bereavement. Highlighted is the vital importance of local agencies providing accurate information about the families and young people that the researchers are asked to contact in order to ensure that respect and research ethics are upheld and no trauma is caused. Planning and building trust are key to ensuring that time is given for respectful engagement and that agencies are ready for ongoing support and follow-up as needed. The article will explore how these methodological considerations can be taken forward.

Predictors of Quality of Work Life in Health Care Workers at Adult Critical Care Units: A Cross-sectional Study.

Satisfaction with the quality of work life reflects the inadequate distribution of the workforce in critical care units and is not enough; on many occasions, they work in precarious conditions and with high levels of physical, emotional, spiritual, and social demands, impacting the quality of care. To identify predictors of the quality of work life of healthcare workers in adult critical care units (ACCU). Quantitative study, cross-sectional analytical design with stratified two-stage sampling; three instruments were applied to 209 healthcare professionals in adult critical care units in different sites in a region of Colombia, concerning Quality of Life at Work-GOHISALO, Copenhagen Psychosocial Questionnaire-COPSOQ and Professional Quality of Life-ProQoL V. Multiple ordinal logistic regression was performed with exposure variables from the COPSOQ and ProQoL domains; the outcome variables were the dimensions of the Quality of Work Life instrument. Ethical standards for research involving human subjects were ensured. According to the results of the multiple logistic models, quality of work life is predicted by job integration and predictability (OR = 6.93; 95% CI = 3.6-13.9), leisure time management and double presence (OR = 4.5; 95% CI = 1.22-8.79). Both job satisfaction and job security are related to leadership quality (OR=3.82; 95% CI = 2.27-6.55 and OR = 3.18; 95% CI = 1.22-8.79), respectively. The quality of work life of healthcare workers in adult intensive care units is predicted by quantitative demands, double presence, emotional demands, work pace, predictability, vertical trust, and quality of leadership. Quinones-Rozo LP, Canaval-Erazo GE, Sandoval-Moreno LM. Predictors of Quality of Work Life in Health Care Workers at Adult Critical Care Units: A Cross-sectional Study. Indian J Crit Care Med 2024;28(4):355-363.

How personal beliefs determine adherence to standards of research ethics: an EFA and path analysis study

Purpose This study aims to identify causes of (un)ethical behaviour in research and how they influence adherence to research ethics. Design/methodology/approach The authors developed and tested a conceptual model that includes mediation and helps to understand the mechanism of adherence to ethical standards of research based on the “social judgment theory” (SJT). In Study 1, the authors conducted an exploratory study using the exploratory factor analysis technique to identify factors responsible for adherence to research ethics. In Study 2, the authors used SJT to provide support for establishing a relationship between key variables. Findings Two factors, “Proclivity to Egoism” and “Proclivity to Emotivism”, were identified based on the personal beliefs of researchers. These factors were found to play an important role in determining the tendency towards adherence to standards of research ethics (Belmont Report and COPE). SJT successfully explains the mechanism of adoption of ethical standards. Adherence to Belmont principles was seen to mediate relationship between factors identified and tendency to adhere to COPE. Originality/value Majorly, this study is unique as it establishes and guides to incorporate researchers’ point of view in formulating ethical standards and guidelines, apart, from various other important theoretical and societal implications.

Wi-Fi and the Wisdom Exchange: The Role of Lived Experience in the Age of AI

The ubiquitousness of Artificial intelligence (AI) now grows faster than a weed in a garden patch. This momentum frequently raises questions about how to implement inclusivity and ethical research standards. It also suggests the need to integrate lived experience rather than taking only the shortcut to AI's information highway. We wonder, Does the nature of technology present geographic bias? As we speed up the process of "knowing," do we lose a bank of knowledge based on natural observations and shared intentions? This paper examines the nature of AI's Socratic conversations compared with the communications invoked by global grassroots research study, to evaluate how each can contribute unique pathways linking science to social science. Pivoting around AI's summary of four water-conservation practices, survey questions were sent to seven locations in Sub-Saharan Africa where direct onsite farm research projects emphasized relationships between nature's processes and local quality of life. The results shed new perspectives on the value of supplementing formal online data with communications derived from grassroots sources – and the resulting implications for global knowledge and the sustainability of human systems.

Poxviruses as Agents of Biological Warfare: The Importance of Ensuring Ethical Standards for Research with Viruses.

Historically, biological agents have been used to target various populations. One of the earliest examples could be the catastrophic effect of smallpox in Australia in the eighteenth century (as alleged by some historians). Modern biological techniques can be used to both create or provide protection against various agents of biological warfare. Any microorganism (viruses, bacteria, and fungi) or its toxins can be used as biological agents. Minnesota Department of Health has listed Smallpox (variola major) as a category A bioterrorism agent, even though it has been eradicated in 1980 through an extensive vaccination campaign. Category A agents are considered the highest risk to public health. Laboratory-associated outbreaks of poxviruses could cause unprecedented occupational hazards. Only two WHO-approved BSL-4 facilities in the United States and Russia are allowed to perform research on the variola virus. So, poxviruses present themselves as a classical case of a dual-use dilemma, since research with them can be used for both beneficial and harmful purposes. Although the importance of ethics in scientific research requires no further elaboration, ethical norms assume greater significance during experimentation with poxviruses. In this chapter, we will update the readers on the sensitive nature of conducting research with poxviruses, and how these viruses can be a source of potential biological weapons. Finally, specified ethical guidelines are explored to ensure safe research practices in virology.

Career Trajectory: A Longitudinal Analysis of Criminology Graduates’ Attributes and Professional Success in a Private HEI

All graduates aspire for career progression, successful career paths, and maximum professional development. The increasing demand for professionals to address emerging societal issues and new trends locally and globally necessitates continuous adaptation and upskilling to meet the evolving needs of society and personal career trajectories. This research analyzes graduates' attributes and their alignment with professional success. Thirty (30) alumni of BS Criminology in a private HEI, chosen through convenience sampling, are examined using a validated researchers-made questionnaire, pilot tested for reliability (Cronbach Alpha = 0.91 and 0.88) composed of a Likert scale checklist for quantitative and open-ended questions for qualitative. Data gathering utilized semi-structured interviews and computer-assisted techniques using Google Forms, with the observance of ethical research standards. Using frequency, percentage, and mean substantiated with the themes merged through narrative analysis, gathered data revealed that most graduates now work as law enforcers, police officers, probation, and correctional officers (about 80%). This professional success rate, a testament to our graduates' dedication and hard work, is rooted in their dreams and desire to make a difference. In addition, results showed that, as perceived, academic preparedness (x=3.52), self-efficacy (3.68) on performing criminology skills and outcome expectations to all actions made (x=3.80) are highly influential and contribute to professional success, which showcased a high perceived percentage of alignment (about 93%) implied from both quantitative and the theme discovered. With these, a contextualized career trajectory model is recommended to offer a comprehensive visual framework for understanding the stages, transitions, and skill development necessary to support students toward professional success.

Challenges regarding informed consent in recruitment to clinical research: a qualitative study of clinical research nurses’ experiences

BackgroundClinical research nurses (CRNs) have first-hand experience with ethical challenges and play a crucial role in upholding ethical conduct and adherence to the principles of informed consent in clinical research. This study explores the ethical challenges encountered by CRNs in the process of obtaining informed consent for clinical research.MethodsA qualitative exploratory design. Semistructured interviews (n = 14) were conducted with diverse CRNs in Sweden. These CRNs covered a wide range of research fields, including pharmaceutical and academic studies, interventions, and observational research, spanning different trial phases, patient categories, and medical conditions. The interviews were analysed using inductive qualitative content analysis.ResultsThe analysis identified three main categories: (i) threats to voluntariness, (ii) measures to safeguard voluntariness, and (iii) questionable exclusion of certain groups. CRNs face challenges due to time constraints, rushed decisions, information overload, and excessive reliance on physicians’ recommendations. Overestimating therapeutic benefits in stages of advanced illness emerged as a risk to voluntariness. CRNs outlined proactive solutions, such as allowing ample decision-making time and offering support, especially for terminally ill patients. Concerns were also voiced about excluding certain demographics, such as those with language barriers or cognitive impairments.ConclusionsIn conclusion, upholding ethical research standards requires recognising various factors affecting patient voluntariness. Researchers and CRNs should prioritise refining the informed consent process, overcoming participation challenges, and aligning scientific rigour with personalised care. Additionally, a concerted effort is vital to meet the diverse needs of patient populations, including equitable inclusion of individuals with language barriers or cognitive limitations in clinical studies. These findings have significant implications for enhancing the ethics of clinical research and advancing person-centred care.

A97Applying the Mental Capacity Act through multi-disciplinary simulation - A successful pilot

An assessment of mental capacity involves determining if a person can make a decision, or whether this needs to be done in their best interests [1]. The Mental Capacity Act (MCA) 2005, provides a legal framework that protects people who might not be able to make decisions for themselves and guides professionals during their practice. Research has shown inconsistencies on how the Mental Capacity Act is applied in health and social care settings [2], therefore ensuring that professionals have are provided with the right support to confidently apply the act should be a priority. Simulation has been effectively used in healthcare education [3] and could also be implemented to support this area of practice. The Homerton Healthcare NHS Foundation Trust’s Simulation Team and Adult Safeguarding Team, jointly worked in developing a simulation-based session which focused on mental capacity assessments in different situations. The aim of these sessions was to increase participants’ confidence to assess mental capacity and to manage challenging conversations during assessment. Scenarios were designed for hospital and community settings, the topics covered included consent to treatment, self-discharge, compliance with treatment, substance misuse, mental health problems, dementia and learning disability. The target audience was senior healthcare professionals that are regularly involved in making decisions related to mental capacity. Scenarios were designed to be flexible and adaptable according to the attendants’ needs, for example the learning disability scenarios involved the use of easy read information that was specifically provided or created. Actors were used for the role of patients or relatives, and members of the adult safeguarding team were part of the faculty to support or lead the debrief process. Between January 2023 and February 2023, the faculty delivered 3 sessions, with a total of 20 participants from different professional groups including doctors, nurses and allied health professionals. Anonymous feedback was collected at the end of each session, with 84.62% ( Studies have shown that healthcare professionals’ confidence in applying the mental capacity act can vary [2]. Solely focusing on traditional forms of education might not be enough to prepare our workforce, in this case simulation-based training has provided a valuable tool to enhance participant’s abilities in relation to the mental capacity act and its application in healthcare practice. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A13Mixed reality simulation training in the assessment and management of acutely unwell patients in undergraduate medical education: a pilot study

Development and enrichment of the undergraduate simulation experience is needed due to its utility in developing the aspiring clinician and their ability to assess and manage acutely unwell patients. However, with its heavy resource demand, and the desire for technologically enhanced learning by ‘Generation Z’, novel simulation modalities must now be considered [1]. Mixed reality (MR) technology provides a platform to deliver such simulation training; however, it is yet to be studied in this context. To evaluate this, we conducted an observational cohort study to assess if MR simulation improves students’ perceived ability to assess and manage acutely unwell patients. We recruited 32 undergraduate medical students and asked them to rate their ability to assess and manage acutely unwell patients out of 10, before delivering a 2-hour MR simulation teaching session using the Microsoft HoloLens head-mounted device and HoloScenario software produced by GigXR [2]. They were then asked again to rate their assessment and management ability alongside their experience of the MR system and its usability. Data were analysed using paired Analysis of the MR teaching session showed a statistically significant improvement of student scores in their perceived ability in assessment ( MR shows promise in its ability to deliver simulation training and improve students’ perceived ability to assess and manage acutely unwell patients. Advances in software availability and simulation exercises are required for complete integration into undergraduate medical curricula. Further research is required to assess if MR simulation objectively improves student performance in this area. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A3‘I have had an epiphany’ student nurses’ reflections on their carbon footprint in simulation

Healthcare delivery is a major contributor to the climate crisis, producing 4.4% of net carbon global emissions today [1]. The campaign ‘For a Greener NHS’ launched in 2020 set a road map for the National Health Service (NHS) in the UK to reach net-zero emissions for patient care by 2040 [2]. However, to achieve this, staff must be carbon literate and start by understanding the impact of their own professional practice. It follows, therefore, that carbon literacy education must be a priority for healthcare educators. There is to date no research on educating student nurses on carbon literacy or the personal carbon footprints of their practice. Using simulation could provide an innovative solution providing a system-thinking environment that could connect carbon emissions theory to actual practice and develop carbon literacy. The aim of the study was to explore student nurses’ reflections on their carbon footprint of resources used in simulation and identify the potential role of simulation in developing carbon literacy. This study used qualitative phenomenographic methodology, underpinned by transformational learning theory to explore student nurses’ awareness and attitudes towards their carbon emissions from simulation. Ten participants were asked to log the clinical resources used during a venepuncture and cannulation simulation skills station. Carbon emissions were then calculated for each participant using the Centre for Sustainable Healthcare [3] carbon emissions calculation and were shown to students during one-to-one semi-structured interviews. Data analysis was conducted, discovering the different ways participants conceptualized their carbon footprint. Students were unaware and shocked by their carbon emissions from resource use in simulation and wanted to be better educated to enable them to make an informed choice to practise sustainably. Students highlighted the crucial role of simulation educators to educate students using simulation but to role model sustainable practice and design low resource-use simulation. Finally, students were able to connect the impact of their personal clinical practice to the global climate crisis. Simulation is a powerful teaching approach to develop carbon literacy, challenging students’ pre-existing knowledge, and enabling them to link their personal practice to the global climate-change crisis. The authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A28Developing and delivering a telephone skills simulation training for non-registered NHS mental health call-handlers

Registered healthcare professionals undertake a wide range of mental health work, sometimes with little preparation and training [1]. Increasingly non-registered staff take on mental health call-handler roles, having conversations with vulnerable individuals over the phone; these staff often lack the training to effectively communicate with callers. The aim of this initiative was to design and deliver a telephone skills training program for non-registered NHS mental health call-handlers, with the hypothesis that such training would improve their communication skills and overall job performance. Studies have shown that receiving training in having supportive mental health conversations over the phone increases staff confidence and changes their attitudes [2] and has the potential to benefit staff retention. A mixed-methods approach was used in the design, incorporating both qualitative and quantitative data collection and based on the needs and feedback of the call-handlers themselves. Evidence shows that involving simulated patients (SPs) can be effective in telephone studies [3]; leading us to train experienced SPs in their roles as members of the community phoning the help line. All was face to face, although conducted over the phone with the SP hidden. Active participants, the SP and the observing participants all became involved in the debrief. The content covered active listening, empathy, signposting and options in handling the challenging situations. Developed over a month, the programme was delivered as part of an overall training for their roles. The evaluation of the session indicated significant self-rated confidence in having calls with members of the public. The scenarios increased in intensity, covering topics ranging from bullying, domestic violence, gambling addiction and intent to take life. Qualitative feedback from the call-handlers showed that they felt more confident and prepared in their roles, and were better equipped to handle challenging situations. The involvement of SPs was also found to be authentic and highly beneficial by the call-handlers. Participants requested frequent practice sessions, face to face or online. Investing in providing targeted training and support for non-registered NHS mental health call-handlers, can have a positive impact on their communication skills, overall job performance and likely staff retention. This can ultimately lead to improved quality of care and patient outcomes in the mental health sector. The involvement of SPs can provide a valuable learning experience, both in role and in the debrief, for call-handlers, and help to prepare them for real-life scenarios. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A24Calculating the cost of simulation based education. What to include?

The cost of developing simulation-based education (SBE) facilities is high. However, the cost of sustaining SBE activities is often not considered in the initial outlay and facilities and centres can find themselves in financial difficulty early on. In addition to the cost of the initial capital and technology costs, there are many other costs incurred when running and sustaining SBE programmes. These are often not apparent or considered by simulationists when establishing new programmes. Research to date has focused on cost effectiveness and a return on investment [1]. However, the sustainability of a SBE programme is related to the ability to meet these costs. The aim of this work is to develop a simulation cost calculator that considered all costs incurred in skills programme development. Following consultation with experienced simulation faculty, the finance office, human resources and buildings office and equipment providers, a cost calculator template was devised to categorize the items required for SBE. The template allows for the calculation of the cost of teaching a procedural skill per person based on the total cost of all of the items in the template plus the number of attempts required for teaching and/or assessment. The cost calculator categories for procedural skills teaching in a simulated environment included recurrent costs such as heating, light and cleaning of the simulation space/facility, consumables, single use simulators, fixed equipment/initial outlay, waste disposal, depreciation costs and staff costs. To illustrate, the calculated cost for a bowel anastomosis workshop using biological materials is approx. €235 per person while the equipment cost for a basic skill such as venepuncture is €161.17. Adequate resourcing is critical to establish, run and sustain SBE programmes. A cost calculator template will help new facilities to project their budget requirements and to decide what skills education they can support and sustain long term. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A20Does the use of simulation enhance the development of registered physiotherapist’s respiratory ‘on-call’ skills – a literature review

On-call respiratory physiotherapy is utilized when an acutely unwell patient could deteriorate without immediate assessment and treatment overnight. Education related to this topic varies greatly and is often of poor quality. Simulation-based education (SBE) has been increasingly used within other areas of healthcare yet, Gough et al. [1] completed a study in 2013, which found only 39% of acute trusts used simulation for respiratory on-call training. To determine from existing research, whether SBE can enhance the development of registered physiotherapists respiratory ‘on-call’ skills in order to impact future practice. A qualitative literature review was completed as part of a PgCert in Health Simulation at Coventry University, in March 2023. Ethical approval was gained from Coventry University (P149952). Studies included were found by searching AMED, CINAHL Embase and Medline databases. PRISMA flow diagram Eleven papers were selected to be reviewed after the removal of duplicates, screening and the exclusion criteria were applied. The main themes identified were the use of high-fidelity simulation, the measure of confidence and/or competence, and findings of positive implications for practice. SBE is widely used for other healthcare professions with positive outcomes; however, its use within respiratory physiotherapy is limited. Most studies chose to measure self-reported levels of competence and confidence, which is an example of Kirkpatrick level-one evaluation. These measures have only casual links to transfer of knowledge and behaviour change, which are key requirements when applying training to clinical settings. Interestingly, the review also demonstrates favourable use of high-fidelity manikins within this population. Although this was not discussed by the researchers, this may be a barrier for further implementation due to cost and technical knowledge required to use the equipment. The use of SBE has been beneficial in other healthcare professions and similar positives were found for its use with respiratory physiotherapists. However, much of the research is of low quality, and further research is required to review other confounding factors that may influence the outcomes and longitudinal staff behaviour. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A86Using Value Based Simulation to recruit high school students into the more difficult to fill roles within health and social care – contact author (Carla)

Simulation based education (SBE) has been used to help attract school students into healthcare previously but commonly this is in a try it and see format using manikins to gain insight into history taking or physical examination. Also traditionally we tend to focus on more traditional healthcare professions such as nursing medicine and physiotherapy as common examples. In our region we have been working closely with our national youth academy looking at novel ways to attract and recruit our young people into more difficult to fill roles within health and social care such as home care roles and healthcare support worker roles. There are many good examples across the general workforce where simulation training can aid successful transition into the work place [1]. We are aware that certain areas of health and social care are more difficult to recruit to and wondered if values-based simulation could aid successful recruitment in this area? An immersive simulation session was designed based on 2 scenarios with space for reflection on who am I and what matters to me as a human. The first scenario was based on a reablement opportunity and focussed in on mutual goal setting giving space to express needs in the social care environment. The young learner was able to explore what skills they had and whether they were true to their own values. The second scenario was based in a hospital and looked at a health care support worker accompanying a patient to theatre. The school students had a chance to practice active listening and looking after a person who was anxious. It was amazing to see the skill set that the young people brought to both scenarios. The session has been delivered in schools, colleges and a national event. There are plans to bring the immersive simulation session to recruitment fairs. The take home messages from the sessions have been in alignment with the individuals and social care core values reflecting compassion, motivational techniques and mutual goal setting. Comments such as ‘I am astonished that I could make a difference to that person’ and ‘I hadn’t thought about a career in social care before but now I know how rewarding it feels I’m considering it’ reflect these findings. We will also look at the effect on recruitment as we roll out and scale up the work. Immersive simulation respects the young person’s core values when enabling them to make meaningful and lasting choices about careers in health and social care. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A1Interactive simulation training course for professionals working with children and adolescents with eating disorders

Research suggests that eating disorders (ED) in children and adolescents are on the rise [1]. One study found that the incidence of anorexia nervosa in young girls aged 10–14 years increased by 50% between 1980 and 2000 [2]. Another study reported a 119% increase in the number of hospitalizations for eating disorders in children aged 12 and under between 1999 and 2006 [3]. These statistics highlight the urgent need for improved prevention, early intervention and treatment of eating disorders in young people. This 1-day interactive simulation training course is designed to enhance the knowledge, confidence and skills of medical doctors, psychiatrists, RMNs, physical health nurses, dieticians, general practitioners and family therapists who are working with children and young people (CYP) with eating disorders. This 1-day simulation course was delivered online. The course focuses on the assessment and management of CYP with ED, understanding the challenges faced by professionals in engaging CYP with ED in different settings, thinking about dynamics within family systems and in wider systems, and gaining a better understanding of capacity, consent and other conundrums. The course includes simulated scenarios played by trained actors to support the development of effective communication skills and Maudsley debrief model is employed to give participants feedback on their contributions and assist them in learning positively and constructively from their experience. Participants completed a pre- and post-course questionnaire measuring their confidence in course-specific skills and human factors skills, as well as collecting qualitative feedback on their experience of the course and intention to apply the learning. Participants were asked to complete a pre-course and post-course questionnaire rating their knowledge, confidence and skills related to working with patients with eating disorders. Paired samples The course was effective at improving participants’ knowledge, confidence and skills in working with CYP with ED. The participants found the course useful for their clinical practice. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A51Educational effectiveness of a high-consequence infectious disease training course using ultraviolet simulation

High-consequence infectious diseases (HCID) are pathogens which spread easily between people, have high mortality rates, and lack effective treatment [1]. Examples include Ebola and Lassa fever. Most emerging pandemics, including COVID-19, are initially classified as HCID. Assessment of patients with suspected HCID infection is an advanced procedural skill requiring application of enhanced infection control measures including patient isolation, personal protective equipment, and decontamination. There is a risk of healthcare worker infection if procedures are not followed [2]. HCID often present in non-specialist centres; there is a need for an accessible, educationally effective HCID course for NHS staff. We developed a course for clinicians in infectious disease and emergency medicine, in collaboration with the Health & Safety Executive and clinicians in the UK-HCID network. The course uses a blended approach; theoretical components are taught with online learning. Practical components are taught with high-fidelity, multidisciplinary simulation using VIOLET, a mannequin which coughs, vomits and sweats ultraviolet markers ( Ultraviolet tracers are used to replicate contact and airborne transmission of infectious pathogens in simulation scenarios Between 01/12/22 and 01/04/23, 57 specialized clinicians participated. All participants passed post-course competency-based practical assessments. Participants demonstrated significant gains in knowledge between pre- and post-course tests (mean score 61% vs. 83%, This is the first HCID simulation course internationally using ultraviolet markers to allow visualization of contamination. The course appears to be an effective educational intervention and improves learner confidence in PPE use. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A109A simulation escape room: Does gameful training promote active learning and student engagement

Gamification of learning is becoming increasingly popular within higher education [1]. Student activities described as ‘gameful training’, including Escape Rooms, have reported additional learner benefits including improved teamwork, creative thinking and communication skills compared to traditional session designs [2]. There is a small number of existing case studies demonstrating their utilization within healthcare professional education and the reported additional benefits included pertinent skills such as task delegation and leadership, as well as being an engaging teaching strategy that promotes active learning [3]. A trial simulation escape room was created and implemented for level 5 adult and mental health branch nursing students within a Higher Education Institution. 12 different teams of students entered the escape room and worked together to ‘treat Arthur’, a patient presenting with acute anxiety and chest pain. Students were required to assess, escalate and manage Arthur effectively and would ‘escape the ward’, once he had received all of the required treatment. The learning outcomes for the scenario and subsequent puzzles and tasks were created based on recent curriculum teaching allowing students to apply prior learning within the escape room environment. Puzzles included coded locked boxes and students were required to apply relevant knowledge, such as answering pharmacology questions, to generate codes and progress throughout the scenario. Simulation equipment was utilized and students unlocked clinical treatments and medical devices which in turn had to be delivered to Arthur. The facilitator maintained an active role within the scenario and allowed students to practise communication skills such as escalating their concerns about Arthur via the telephone. It must be noted that the design time was significant for one scenario and required several pilots to ensure that all components were cohesive. Full support and creative input was required from the simulation technicians to ensure the activity’s success. Students fed back that they enjoyed the activity and were observed to work effectively together and prioritize and delegate throughout the task with minimal supervision. Students also stated the scenario context was helpful to apply their prior learning and were pleased that they had been able to manage this patient presentation together. Feedback from facilitators was also positive and both staff and students found it to be an engaging experience. Simulation escape rooms offer an innovative and engaging way for students to apply learning and vital practice technical and non-technical skills. For educators, clear learning outcomes and allowing sufficient design time is a necessity. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.