Standards Of Professional Practice Research Articles

Defining evidence requirements for a Development Framework for Pharmacists (DFP) in community pharmacy practice

Background: The Development Framework for Pharmacists (DFP) was implemented in a pharmacy chain to guide pharmacist development. Both pharmacists and their supervisors faced challenges in defining evidence and performance levels for Domain 1 (Expert professional practice) standards. This study explored these challenges in a community pharmacy setting. Methods: Three online focus group discussions (FGDs) involving a DFP workgroup member and representatives from community pharmacies and polyclinics were conducted. The FGDs were facilitated by guiding questions and evidences gathered from pharmacists who had attempted the DFP. The FGDs were recorded, transcribed, and coded thematically. Results: Participants viewed the DFP as relevant to community practice but suggested aligning DFP evidence examples with community pharmacists’ responsibilities. Key themes from the FGDs included: (1) The need for clear definitions for descriptors, especially when identical evidence was used for different standards; (2) Professional education can be Domain 1 evidence when skills learned are demonstrated in the workplace; (3) Potential inclusion of education and training activities in Domain 1. (4) The need for a criteria model to assess pharmacists’ performance level in various roles and situations; (5) Clarification regarding the term "group of patients" (6) Considering back-end work as Domain 1 evidence. Conclusion: Addressing the above themes could enhance DFP integration for community pharmacists.

Professional identity and local realities: social work education in Ethiopia

ABSTRACT The three historical eras of social work education in Ethiopia are examined in this article, with particular attention devoted to how each era began, was contextualized, and was integrated with service delivery. Interviews with 28 social work graduates and faculty members were conducted as part of the qualitative research study. Additionally, unpublished documents from ministerial offices and universities were examined. The data are arranged and presented chronologically to offer the experiences in the three periods. The analysis found that various contextualizing strategies for social work education were used through curriculum development, fieldwork, community engagement, and obtaining research outputs. Making social work education more responsive to the national context has been challenging due to a lack of country-specific reading materials and policy frameworks that define professional social work and standards of practice. Further, the absence of social work for 30 years has erased the profession’s identity from public memory. The continued development of social work education and practice in Ethiopia will benefit from the creation of local educational resources and policy frameworks.

AONN+ Navigation Metrics That Support the Oncology Navigation Standards of Professional Practice

ObjectivesTo offer a comprehensive overview of the critical elements contributing to the achievements of oncology navigation, address challenges in standardized implementation, and examine recent advancements influencing the acknowledgment and reimbursement of navigation services. Lastly, the AONN+ 35 evidence-based navigation metrics will be shared, emphasizing the five core metrics that should be utilized by all navigation models in all settings. MethodsEmployed in this review involves synthesizing information from established oncology organizations, documenting the development of navigator professional standards of practice and navigation metrics that measure patient experience, clinical outcomes, and return on investment, and analyzing outcomes from national studies and collaborations to present a summary of advancements in oncology navigation. ResultsThe key components vital for ensuring the enduring success of programs encompass the core competencies of navigators, adherence to standards of navigation practice set by the Professional Oncology Navigation Taskforce, and the establishment of well-defined metrics specific to oncology navigation. ConclusionsDespite these advancements, challenges persist in implementing and recognizing the newly defined standards and metrics. Effective solutions involve aligning navigation programs with leadership, integrating standards into daily practice, defining navigator roles, measuring navigation program outcomes through defined metrics, and leveraging certifications. Standardized measurement and practice are imperative for national policy development and reimbursement models, aligning with the Cancer Moonshot's goal of high-quality, patient-centered, and cost-effective cancer care. Implications for Nursing PracticeTo contribute to standardizing measurement and practice in oncology navigation for national policy development and reimbursement models.

Widening the net: Use of social media data in personal injury and disability evaluations.

A central tenet of forensic mental health assessment is the use of multiple sources of data. Traditionally, these sources have included clinical interviews with and observations of the examinee, written records review, psychological test data, and interviews with collateral sources. Data from social media and social networking sites (SNS) is now widely used in civil litigation. However, existing professional practice standards and guidelines do not specifically address the use of SNS data. This leaves forensic mental health evaluators with little guidance as to why, when and how to incorporate SNS data into their evaluations. We review the extant literature on the use of SNS and other social media data in personal injury and disability cases, including legal, ethical, and practical considerations, with the goal of providing forensic mental health practitioners with a framework for making decisions about when and how to incorporate these data into their evaluations and opinions. We advocate caution in conducting independent searches of social media and the Internet, and in making inferences about internal states based on SNS postings. To illustrate these points, we include a case study.

Assessment of Professionalism, Attitudes, and Behaviors in Practicing Physical Therapy

Background: The field of physiotherapy plays a crucial role within the healthcare landscape, particularly in the context of modern medical and surgical practices. Professional behavior, attitudes, and values are fundamental to the practice, influencing patient care and interprofessional collaboration. Recent studies have highlighted a need for continuous evaluation and improvement in these areas to enhance the overall quality of physiotherapy services. Objective: This study aimed to assess the current state of professionalism, attitudes, and behaviors among practicing physical therapists, identifying strengths and areas for development to inform future educational and professional development initiatives. Methods: A cross-sectional descriptive study was conducted among 120 physical therapists in Lahore, utilizing convenient sampling. The Professional Behavior Continuum, a self-reflective tool, was employed to evaluate professional behaviors in various clinical settings. Data were collected through questionnaires, including a consent form to ensure confidentiality. The analysis was performed using SPSS version 25, focusing on descriptive statistics such as frequency and percentage to quantify the extent of core professional values among participants. Results: The majority of participants were aged between 26-30 years (45%), predominantly male (70%), and had 1-5 years of work experience (65%). The study revealed positive perceptions of integrity (60% honesty, 65% personal responsibility), respect (65% confidentiality, 70% diversity), responsibility (75% punctual for learning, 60% cope with challenges), competence (80% responsibility for learning, 70% self-reflection), maturity (80% professional dress/language, 70% emotional stability), and communication (80% respectful, 70% empathy/compassion) among physical therapists. Conclusion: The findings indicate a generally positive outlook on professional behaviors, attitudes, and values among physical therapists, with notable strengths in areas such as responsibility, competence, and communication. However, the study also suggests the need for ongoing professional development and education to address areas of improvement and ensure the highest standards of patient care and professional practice.

Care considerations in medical assistance in dying for persons with mental illness as the sole underlying medical condition: a qualitative study of patient and family perspectives

BackgroundPersons with mental illness as their sole underlying medical condition are eligible to access medical assistance in dying (MAiD) in a small number of countries, including Belgium, the Netherlands, Luxemburg and Switzerland. In Canada, it is anticipated that people experiencing mental illness as their sole underlying medical condition (MI-SUMC) will be eligible to request MAiD as of March 17th 2024. To date, few studies have addressed patient and family perspectives on MAiD MI-SUMC care processes. This study aimed to address this gap and qualitatively explore the perspectives of persons with lived experience of mental illness and family members on care considerations during MI-SUMC implementation.MethodsThirty adults with lived experience of mental illness and 25 adult family members residing in Ontario participated in this study. To facilitate participant engagement, the semi-structured interview used a persona-scenario exercise to discuss perspectives on MAiD MI-SUMC acceptability and care considerations. Framework analysis was used to inductively analyze data using NVivo 12 Pro. Steps, processes, or other care considerations suggested by the participants were charted in a framework matrix after familiarization with the narratives. Key themes were further identified. A lived-experience advisory group participated in every aspect of this study.ResultsSix themes were developed from the patient and family narratives: (1) Raising MAiD MI-SUMC awareness; (2) Sensitive Introduction of MAiD MI-SUMC in goals of care discussions; (3) Asking for MAiD MI-SUMC: a person-focused response; (4) A comprehensive circle of MAiD MI-SUMC care; (5) A holistic, person-centered assessment process; and (6) Need for support in the aftermath of the decision. These themes highlighted a congruence of views between patient and family members and described key desired process ingredients, including a person-centred non-judgmental stance by care providers, inter-professional holistic care, shared decision making, and the primacy of patient autonomy in healthcare decision making.ConclusionsFamily and patient perspectives on the implementation of MAiD MI-SUMC offer important considerations for service planning that could complement existing and emerging professional practice standards. These stakeholders’ perspectives will continue to be essential in MAiD MI-SUMC implementation efforts, to better address the needs of diverse communities and inform improvement efforts.

Professional and Ethical, Development of Teacher

Teaching relationships are interactive, caring and ethical. As such they take into account both the importance and the uniqueness of the individual; in particular, personal history, developmental (social, emotional, physical, cognitive) level, personal learning style. Teaching relationships with peers are based on professional qualifications, ethical conduct, trust, equality and collaboration. Communication, interpersonal skills and decision-making in all professional interactions are based on the Encouragement values of trust, mutual respect, equality, acceptance and co-operation. Community building involves developing a sense of belonging and honoring the uniqueness and diversity of each individual. Teaching as a planned process is based upon defined standards and practice. Teachers believe that it is through the knowledge, skills and example of teachers that public school education nurtures the growth of students, intellectually, socially, physically and emotionally, so that they may be and become self-reliant, self-disciplined, participating members with a sense of environmental and social responsibility within a democratic society. Teaching, as a planned process, is based upon a set of Standards of Professional Practice which incorporate principles of pedagogy, social responsibility, ethical practice, and collaborative relationships.

Developing Faith Community Emergency Response Teams Through Simulation.

The development of a volunteer emergency response team is an effective method to mitigate the negative impacts and improve outcomes of health emergencies in faith communities and is supported by faith community nursing scope and standards of professional practice. Conducting simulated emergency drills with a core team of volunteers within one parish supported the confidence and comfort levels of the multidisciplinary group of volunteers, led by a nurse. Simulation and debriefing increased team members' preparedness for physical and mental health emergencies.

Design, Implementation, and Evaluation of a Learning Needs Assessment for Nursing Professional Development Practitioners.

The purpose of this descriptive study was to highlight how a system-level education department operationalized the 2022 Association for Nursing Professional Development Scope and Standards of Practice into a learning needs assessment (LNA) survey. This was a collaborative approach to LNA design, implementation, and evaluation. The LNA conducted among nursing professional development practitioners determined areas for educational improvement, barriers to nursing professional development, and identified standards and competencies critical to improving knowledge acquisition.

Designing an online educational program to improve immunisation service delivery for migrants and refugees in Australia and New Zealand

Migrants and refugees are likely to be under-immunised according to the host country's national immunisation schedule and may remain under-immunised post-resettlement for various reasons. In Australia and Aotearoa New Zealand, primary health care professionals including general practitioners and nurses provide the majority of routine and catch-up immunisations for migrants and refugees. However, immunisation service delivery for migrants and refugees is complex, with evidence that unmet training needs for immunisation providers, particularly in the development of catch-up plans, is a significant barrier to immunisation service delivery for this group. Targeted professional development opportunities for immunisation providers are essential to improve their awareness, confidence, and capability to improve immunisation service delivery for migrants and refugees. We developed an educational program to support learning for immunisation providers and equip them with the requisite knowledge and confidence to improve immunisation service delivery for refugees and migrants. The development of the multi-module online educational program drew on evidence-based web design principles, adult learning theories, and its content aimed to complement general immunisation training and align with the continuing professional development standards of Australian and New Zealand general practice and nursing colleges. Input from experts and feedback from a few selected providers in Australia and New Zealand added to the robustness of the program. This program has the potential to improve the understanding and capacity of immunisation providers, to improve vaccination experiences and increase overall vaccine uptake among migrants and refugees.

Rationalizing the Role of Teacher Leadership in School Development Towards Creative and Sustainable Development Framework

This research endeavors address the intricate interplay between teacher leadership and school development by formulating a robust and sustainable framework that optimizes the role of educators in propelling educational progress. The study encompasses an in-depth analysis of various dimensions, including teacher profiles based on age, gender, and years of teaching experience. Moreover, the research meticulously evaluates the teacher leadership attributes, intricately aligned with professional practice standards encompassing learner development, handling learning differences, cultivating an enriching learning environment, mastering content knowledge, adeptly applying content, skillful assessment techniques, meticulous instructional planning, effective employment of instructional strategies, dedication to continuous professional learning and ethical practice, as well as adept leadership and collaboration skills. This study further explores potential variations in teacher leadership attributes among different profile groupings. It also examines the extent of participation in school development, considering the active engagement in knowledge dissemination, curriculum enhancement initiatives, fostering teacher growth, and effective school leadership and management practices.

Auditors' sensemaking of other comprehensive income through metaphors

PurposeThis paper aims to examine how auditors make sense of the ill-theorized and contentious notion of other comprehensive income (OCI), specifically by uncovering their use of metaphors to make OCI plausible and intelligible.Design/methodology/approachThis interpretative paper draws on a collection of 21 interviews with experienced auditors. The analysis first uncovers metaphors that naturally surface within the talk and sensemaking of auditors about OCI (elicited metaphors). The authors then encapsulate these elicited metaphors into second-order constructs (projected metaphors) to synthesize and further explain auditors’ practical sensemaking.FindingsAuditors conceive OCI as a “safety” that ensures the well-functioning of fair value accounting, metaphorically qualifying this notion as a “necessary evil”, a “passage obligé”, and a “parking lot” resolving fair value-related issues and aberrations. Auditors also metaphorize OCI as a “purifier” that allows “polluted”, “noisy”, and “unloved” items to be “parked” outside net income.Practical implicationsThe study’s findings further the understanding of auditors’ tendency to remain uncritical throughout their sensemaking process. Making sense of professional standards of practice through metaphors indubitably involves shadowing and silencing other worldviews.Originality/valueThis paper extends knowledge of auditors’ sensemaking, specifically showing how auditors easily make sense of complex notions even in the absence of conceptual grounds. This study also highlights that metaphors are a powerful sensemaking device that auditors mobilize to render complex notions intelligible and mitigate IFRS inconsistencies.

Delivering evidence-based care for the registered nursing associate.

British Journal of NursingVol. 32, No. 12 RegularsDelivering evidence-based care for the registered nursing associateJo RixonJo Rixon(E-mail Address: [email protected])Director of Nurse Education, School of Life and Health Sciences, University of RoehamptonSearch for more papers by this authorJo RixonPublished Online:21 Jun 2023https://doi.org/10.12968/bjon.2023.32.12.600AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Miller EM, Hill PD. Intuition in clinical decision making: Differences among practicing nurses. J Holist Nurs. 2018;36(4):318-329. https://doi.org/10.1177/0898010117725428 Crossref, Medline, Google ScholarMuir Gray JA. Evidence-based health care: How to make health policy and management decisions. London: Churchill Livingstone; 1997 Google ScholarNursing and Midwifery Council. The Code: professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018. https://www.nmc.org.uk/standards/code (accessed 14 June 2023) Google ScholarNursing and Midwifery Council. What is revalidation? 2021. https://www.nmc.org.uk/revalidation/overview/what-is-revalidation (accessed 14 June 2023) Google Scholar FiguresReferencesRelatedDetails 22 June 2023Volume 32Issue 12ISSN (print): 0966-0461ISSN (online): 2052-2819 Metrics History Published online 21 June 2023 Published in print 22 June 2023 Information© MA Healthcare LimitedPDF download

The leadership role and development for the registered nursing associate

British Journal of NursingVol. 32, No. 10 RegularsThe leadership role and development for the registered nursing associateJo RixonJo Rixon(E-mail Address: [email protected])Director of Nurse Education, School of Life and Health Sciences, University of RoehamptonSearch for more papers by this authorJo RixonPublished Online:23 May 2023https://doi.org/10.12968/bjon.2023.32.10.484AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Benner P. From novice to expert: Excellence and power in clinical nursing practice. Menlo Park CA: Addison-Wesley Publishing Company; 1984 Crossref, Google ScholarNursing and Midwifery Council. Standards of proficiency for nursing associates. 2018a. https://tinyurl.com/ys6hxwyy (accessed 16 May 2023) Google ScholarNursing and Midwifery Council. Future Nurse: Standards of proficiency for registered nurses. 2018b. https://tinyurl.com/5b2fdjmu (accessed 16 May 2023) Google ScholarNursing and Midwifery Council. The code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018c. https://tinyurl.com/ymrm9nsp (accessed 16 May 2023) Google ScholarVan Dam PJ, Ford KM. Nursing leadership learning in practice: a four stage learning process. International Archives of Nursing and Health Care. 2019; 5:3. https://doi.org/10.23937/2469-5823/1510132 Google ScholarWarrick DD. What leaders need to know about organizational culture. Business Horizons. 2017; 60(30):395-404. https://doi.org/10.1016/j.bushor.2017.01.011 Crossref, Google ScholarWillis P. Raising the bar. Shape of Caring: A review of the future education and training of registered nurses and care assistants. 2015. https://tinyurl.com/yc6n8yeu (accessed 16 May 2023) Google Scholar FiguresReferencesRelatedDetails 25 May 2023Volume 32Issue 10ISSN (print): 0966-0461ISSN (online): 2052-2819 Metrics History Published online 23 May 2023 Published in print 25 May 2023 Information© MA Healthcare LimitedPDF download

Defining chiropractic professional identity: A concept analysis

BackgroundThe concept of professional identity within chiropractic is often discussed and debated, however in the field to date, there is no formal definition of chiropractic professional identity (CPI). This article aims to create a coherent definition of CPI and to formalise the conceptual domains that may encompass it. MethodsUsing the Walker and Avant (2005) process, a concept analysis methodology was employed to clarify the diffuse concept of CPI. This method initially involved selecting the concept (CPI), determining the aims and purpose of the analysis, identifying concept uses, and defining attributes. This was achieved from a critical literature review of professional identity across health disciplines. Chiropractic-related model, borderline and contrary cases were used to exemplify characteristics of CPI. The antecedents required to inform CPI, consequences of having, and ways to measure the concept of CPI were evaluated. ResultsFrom the concept analysis data, CPI was found to encompass six broad attributes or domains: knowledge and understanding of professional ethics and standards of practice, chiropractic history, practice philosophy and motivations, the roles and expertise of a chiropractor, professional pride and attitude, and professional engagement and interaction behaviours. These domains were not mutually exclusive and may overlap. ConclusionA conceptual definition of CPI may bring together members and groups within the profession and promote intra-professional understanding across other disciplines. The CPI definition derived from this concept analysis is: ‘A chiropractor's self-perception and ownership of their practice philosophies, roles and functions, and their pride, engagement, and knowledge of their profession’.

Critical care nursing policy, practice, and research priorities: An international cross-sectional study.

To examine the status of critical care nursing internationally, assess the impact of the COVID-19 pandemic, and identify research priorities by surveying professional critical care nursing organizations (CCNOs) worldwide. A descriptive survey methodology was used. This study is the sixth worldwide quadrennial review to assess international critical care nursing needs and provide evidence to inform critical care nursing policy, practice and research priorities globally. The sixth World Federation of Critical Care Nurses survey of CCNOs was emailed to potential participants from countries with CCNOs or known critical care nurse leaders. Data were collected online using Survey Monkey™. Responses were entered into SPSS version 28 software (IBM Corp.) and analyzed by geographical region and national wealth group. Ninety-nine national representative respondents participated in the survey (70.7% response rate). The most important issues identified were working conditions, teamwork, staffing levels, formal practice guidelines, wages, and access to quality education programs. The top five CCNO services that were of most importance were providing national conferences, local conferences, workshops and education forums, practice standards and guidelines, and professional representation. Important pandemic-related services and activities provided by CCNOs included addressing emotional and mental well-being of nurses, providing guidance related to nurse staffing/workforce needs, assisting to coordinate efforts to obtain personal protective equipment supplies, serving as a country liaison with the World Health Organization's COVID-19 response activities, and assisting in the development and implementation of policies regarding standards of care. The most important contributions expected from the World Federation of Critical Care Nurses were standards for professional practice, standards for clinical practice, website resources, professional representation, and providing online education and training materials. The top five research priority areas were: stress levels (inclusive of burnout, emotional exhaustion and compassion fatigue); critical care nursing shortage, skill mix and workforce planning; recruitment, retention, turnover, working conditions; critical care nursing education and patient outcomes; and adverse events, staffing levels, patient outcomes. The results highlight priority areas for critical care nursing internationally. The COVID-19 pandemic impacted critical care nurses as direct care providers. As a result, addressing the ongoing needs of critical care nurses remains a priority area of focus. The results also highlight important policy and research priorities for critical care nursing globally. Results of this survey should be incorporated into strategic action plans at the national and international levels. Issues of importance to critical care nurses including research and policy priorities during and following COVID-19 are now clarified through this survey. The impact and importance that COVID-19 has had on critical care nurses and their preferences and priorities are provided. Clear guidance to leaders and policy makers on where critical care nurses would like to see greater focus and attention to help strengthen the contribution of critical care nursing practice to the global healthcare agenda.

10 Simple Rules for Integrating Ethics Training into Any Quantitative Course

This article presents two principal "rules" that instructors should use professional ethical practice standards, not issues, to guide instruction/learning objectives, and use instructional and/or curriculum development guidelines to ensure that changes to courses are systematic and yield actionable student outputs. It presents resources to serve learners because they offer tools and techniques that equip future practitioners to practice ethically - whenever they practice. The article describes how learning outcomes of integrated ethics within a mathematics, statistics, or data science course featuring the ASA Ethical Guidelines and the ACM Code of Ethics, will result in individuals trained in how to practice ethically, rather than individuals who completed a required ethics course or mastered “ethics content”.

NASP 2020 Professional Practice Standards: Applications and Opportunities for School-Based Consultation

ABSTRACT In this introduction to the special issue, we outline primary NASP Standards revisions which afford an opportunity for school psychologists (SP) to take on a more prominent role in school-based consultation grounded in social justice and equity. We point to advocacy in the NASP (2020) Standards for a lower 1:500 SP to student ratio, changes made to the description of particular NASP domains related to equity and schoolwide safety and practices (Domains 8 and 6) and more specific graduate education requirements for consultation training in practica as key changes that could facilitate a broader role of school psychologists in school-based consultation. The five articles in the special series are summarized with a focus on how the authors leverage the new NASP standards to advance training and the delivery of consultation practice to enhance equity and social justice in their respective settings.

How do we achieve good education in wound care and tissue viability services?

British Journal of Community NursingVol. 27, No. Sup12 Clinical CommentHow do we achieve good education in wound care and tissue viability services?Alison SchofieldAlison SchofieldE-mail Address: [email protected]Clinical Manager, Mole Digital; Honorary Tissue Viability Nurse, York and Scarborough NHS Foundation TrustSearch for more papers by this authorAlison SchofieldPublished Online:15 Dec 2022https://doi.org/10.12968/bjcn.2022.27.Sup12.S24AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Adderley U. National Wound Care Strategy update: online education resources for all. Wounds UK. 2022; 18(2):72–73 Google ScholarAlterio M, McDrury J. Learning through storytelling in higher education: using reflection and experience to improve learning. Routledge; 2003 Crossref, Google ScholarBenner P. From novice to expert. Menlo Park. CA:Adaison-Wesley; 1984 Crossref, Google ScholarFosnot C. Constructivism: theory, perspectives and practice. New York: Teachers College; 1996 Google ScholarFried R. The passionate teacher. Boston: Beacon Press; 1995 Google ScholarHolloway S. Growing a specialism through education: wound care education 5 years on. Wounds UK. 2019; 15(4):20–25 Google ScholarHolloway S. Embedding wound management education into existing curricula. Wounds UK. 2020; 16(3):10–12 Google ScholarJarvis P. Adult learning in the social context. Routledge: Oxford; 2011 Google ScholarNHS Business Service Authority. NHS learning support fund (LSF). 2022. https://www.nhsbsa.nhs.uk/nhs-learning-support-fund-lsf. (accessed 3 October 2022) Google ScholarNoddings N, Witherell C. Epilogue: themes remembered and foreseen. In: WitherellNoddings (eds). Stories lives tell: narrative and dialogue in education. New York: Teachers College Press; 1991 Google ScholarNursing and Midwifery Council. The code: professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018. https://www.nmc.org.uk/standards/code/ (accessed 1 November 2022) Google ScholarOusey K, Sollitt F, Rigby M. Supporting tissue viability by developing business knowledge and skills. Wounds UK. 2019; 15(5):66–69 Google ScholarReason P, Hawkins P. Story telling as inquiry. In: Reason P (ed). Human inquiry in action: developments in new paradigm research. London: Sage Publications; 1988 Google ScholarRoyal College of Nursing. Frequently asked questions: education grants. 2022. https://rcnfoundation.rcn.org.uk/Apply-For-Funding/Educational-grants/FAQ-Education-Grants. (accessed 1 November 2022) Google ScholarSchofield A. What have tissue viability services learnt from the coronavirus pandemic? Nurs Times. 2021; 117(3):23–25. https://cdn.ps.emap.com/wp-content/uploads/sites/3/2021/02/210224-What-have-tissue-viability-services-learnt-from-the-coronavirus-pandemic.pdf Google ScholarThe British Association of Urology Nurses. The British Association of Urology Nurses. 2022. https://www.baun.co.uk/ (accessed 1 November 2022) Google ScholarThe Queens Nursing Institute. The Queen’s Nursing Institute. 2022. https://qni.org.uk/ (accessed 1 November 2022) Google Scholar FiguresReferencesRelatedDetails 1 December 2022Volume 27Issue Sup12ISSN (print): 1462-4753ISSN (online): 2052-2215 Metrics History Published online 15 December 2022 Published in print 1 December 2022 Information© MA Healthcare LimitedPDF download

999 ‘emergency’ – the immersion of student health care professionals within the The SIMEX series disaster and emergency response exercise (2022)

As part of the SIMEX Series exercise [1] the University hosted a simulated mass casualty incident where Nursing/Allied Health students were joined by colleagues from the local Hospital Trust to treat simulated patients with a variety of presentations. The exercise was an educational activity and at key points in the simulation, action was paused to enable everyone to learn from significant injuries. The students involved were able to assist the emergency team to test disaster event response and build vital skills including interpersonal communication, supporting distressed patients, de-escalation techniques, and recognition of deteriorating patients. Nursing students assumed the roles of Band 5 Nurses and were allocated a shift. Also participating were Radiographer and Operating Department Practitioners students. Each student was designated an area (e.g. minors, majors) and was linked with a Nurse from the Acute Trust who coordinated care. The exercise used 43 simulated casualties, consisting of drama and healthcare students. Professional actors helped to support the authenticity of the event, especially around some of the more complex injuries such as a lady who required a Perimortem C Section and a patient presenting with schizophrenia. An amputee actor played the role of a person who required an amputation as a result of the simulated emergency. He was able to draw upon his own experience adding depth to the role. Simulations were designed in coordination with the hospital team to rehearse treatment of uncommon presentations. Further scenarios were developed to enable the students to achieve their proficiencies and to display the professional values required to support patients in challenging situations. Initial feedback has been very positive, highlighting how the event has helped the students build upon and consolidate the fundamental skills required to be confident and competent in their future roles [2]. We are currently awaiting formalised evaluation from a partnering university who undertook pre- and post-evaluation from all ‘players’. Immediate feedback included the students using language such as ‘empowered’, ‘empathy’, ‘unity’, and ‘team spirit’ to describe their experiences. Furthermore, the students identified that the exercise had high-fidelity and enabled them to embark on interprofessional learning to test not only their physical skills but also their emotional intelligence. Following the success of SIMEX 2022, discussions surrounding SIMEX 2023 have commenced and it is hoped the event will expand to a larger number of students across the Faculty, in line with Nursing and Midwifery Council Standards [3]. 1. The Simex Series Disaster & Emergency Response Exercise. 2. Nursing and Midwifery Council (2018) Standards of proficiency for registered nurses. 3. Nursing and Midwifery.(2018) The Code: Professional standards of practice and behaviour for nurses, midwives and nursing. associates