MFH thermometry is not able to replace DAT temperature recording in the newborn intensive care.

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Background and objective: Clinical Educators frequently use in-situ simulation-based experiences (SBE) to improve the skill and competency of healthcare professionals. The aim of the experience is to improve the quality of patient care and, ultimately, patient outcomes. The facilitator plays a key role in the in-situ SBE as they provide structure, guidance, and support, to help learners achieve the educational outcomes. However, they often face barriers concerning preparation for their role, time release from clinical duties, time to facilitate an effective debrief, and space constraints. The aim of this research was to gain insights into the opportunities and barriers educators face when facilitating in-situ simulations.Methods: A qualitative descriptive design utilising semi-structured interviews with twelve clinical educators who had facilitated in-situ SBE's in the acute care environment within a hospital facility. Interview data was analysed utilising a general inductive approach to determine themes.Results: The facilitators valued in-situ SBE as a teaching and learning strategy however they faced challenges related to time constraints, resourcing, ‘buy in’ and competing priorities for themselves and the learners.Conclusions: Sustaining an in-situ SBE programme long term requires a departmental culture that normalises SBE as routine practice, a simulation design appropriate to the in-situ environment, and opportunities to engage in a community of practice.

Simulation-based experiences (SBE) are being utilised increasingly within healthcare environments worldwide (Motolo, Devine, Chung, Sullivan, & Issenberg, 2013). SBE may improve a learner's technical and non technical skills (Abe, Kawahara, Yamashina, & Tsuboi., 2013) which includes their knowledge, confidence, teamwork, communication, and the understanding of healthcare professionals' roles. Improved team work, interprofessional collaboration, communication, and coordination that can lead to an increase in the quality of patient care and ultimately improved patient outcomes (Weller & Civil, 2017; Decker, et. al., 2015). In situ SBE refers to an educational opportunity which occurs within a patient care setting where healthcare professionals would normally provide their services (INACSL Standards Committee, 2016a), allowing teams to test their own effectiveness as well as hospital processes (Spur, Gatward, Joshi, & Carly, 2016). This paper will reflect on the experiences of the first two years of an in situ SBE programme which commenced in October 2017. The in situ SBE described predominantly occurred within a coronary care unit, on cardio-thoracic, respiratory, cardiology and renal wards as well as a cardiac catheter lab. The authors also extended their in situ SBE into other specialist areas within the tertiary hospital they work in. The content will reflect on the impact upon clinical practice, latent safety risk identification, the challenges experienced and interprofessional as well as interdepartmental SBE. METHOD About the environment Dunedin Public Hospital (DPH) is situated in the lower South Island of New Zealand. The hospital is a 388-bed tertiary facility employing over 3,000 staff and servicing the Otago and Southland population of around 300,000. The cardiology department is the regional centre for myocardial infarction management, as well as being a cardiac surgical centre.