Introduction: The focused assessment with sonography for trauma (FAST) is a commonly used and lifesaving tool in the initial assessment of trauma patients. Surgical residents being trained through lectures and hands-on learning of ultrasound can be challenging; inclusion of novel educational strategies, such as simulation can be utilized. Thus this study ought to evaluate whether ultrasound simulator is a suitable alternative method for ultrasound education than the traditional methods. Method: Observational analytical study. Sixteen surgical residents were taken for the study, by lottery chit system they were segregated into to arm of eight each. One arm was with traditional hands on training and another arm was taught in Simulation skill lab on interpretation of FAST. The duration of study was 6 weeks, 2 hours per week. Knowledge content of FAST evaluated trough Pre-test and Post MCQ test (Identical) and OSCE assessment was done for their skill and interpretation of FAST. Evaluator was blinded to both groups. Chi square and student t test was used for statistical analysis. Result: All students showed significant improvement from pre-to post-test scores and significant improvement in comfort level using ultrasound in general and on FAST (p<0.001). There was no significant difference between groups on OSCE scores. Overall, no differences were demonstrated between groups trained on human models versus simulator. Conclusion: These findings suggest that an ultrasound simulator is a suitable alternative method for ultrasound education

Background: The responsibility of nurses is early clinical deterioration and taking appropriate action. Knowledge and proficiency in Code Blue protocols come handy, which lacks in most nurses recognizing. Simulation-based learning plays a role in improving performance and confidence in handling such situations. This goal-based method of program evaluation aims to examine Code Blue training programs and compare them with current literature and established professional standards while assessing participants’ experience and change in knowledge to this educational method. Materials and methods: Following ethical approval, a prospective interventional study was conducted in the simulation center of a private medical college in Mangalore on 65 nursing students. A pretest was given to the participants on the day of the session to assess their baseline understanding followed by prebriefing, all previously having received didactic lectures on Code Blue protocol, crash cart, and cardiac arrest algorithms. They were divided into three batches and each batch performed on crash cart and cardiac arrest stations using an electrocardiogram simulator. A simulated drill was enacted by the faculty on managing a Code Blue event and a discussion was followed. Nurses underwent two simulated scenarios, shockable and nonshockable cardiac arrest algorithms, followed by debriefing. Posttest and feedback form was asked to be filled. Results: A significant increase in mean% from pretest to posttest (55.69–77.33%) following simulated drills. Conclusion: The use of simulation to train nurses in Code Blue scenarios records greater satisfaction and improvement in clinical reasoning, knowledge, and skills. Hence, the incorporation of simulation teaching in training of those involved in caring for high-risk patients is the need of the hour. How to cite this article: D’Cunha RJ, Fernandes SF, Sherif L. Utility of Simulation as a Teaching Tool for Nursing Staff Involved in Code Blue Management. Indian J Crit Care Med 2021;25(8):878–880.

Background: Simulation-based learning (SBL) enhances problem-solving, improves skills in health care professionals. Authors assessed its use in teaching and learning pharmacology among medical undergraduates exposed to METIman, human patient simulator.Methods: Medical undergraduate students exposed to SBL for over a year (8 clinical pharmacology related scenarios) were asked to fill a validated questionnaire at the end of the academic year.Results: Of 145 students who underwent SBL, the data of 84 were analysed. The overall satisfaction score with SBL was highly significant in 79 (94%) with a score of 26-35. Participants opined that it increases the depth of experience (91.6%), provides a no risk learning and immediate feedback opportunity (93.4%), a good opportunity to come across rare scenarios (86.2%), enhances decision making, communication, teamwork and skill development (92%); opportunity of repeated learning and enhanced patient safety at hospitals (89.28%), reduces the dependency on patients (72.8%), good opportunity for crisis training (88.0%) were other factors favouring the use of SBL. Preference for an increase in the number of classes allotted to simulation (27.4%) and reducing the duration of class (9.6%) were the major suggestions. It is an excellent method to teach and make it interesting to learn pharmacology (80.0%)Total score varied between 23-35 with a mean±SD of 35±30.64. None had a score of 7-15.Conclusions: SBL is an effective teaching and learning methodology with adequate participant satisfaction. It can be of immense utility as a learning tool with better outcome in learning, retention and recall.

Simulation based education is an educational method that utilizes simulation aides to replicate clinical scenarios. Our study aims at evaluating the satisfaction and change in knowledge following the use of high fidelity simulation based teaching for obstetric emergencies among nursing students. Method: Following ethical approval, a prospective study was conducted in the simulation centre of a private medical college on 45 final year nursing students posted in OBG chosen by convenience sampling.4 obstetric emergency scenarios, namely, eclampsia, shoulder dystocia, cord prolapsed and PPH were created on the maternal fetal birthing manikin. Prior to this exercise, the students had received didactic lectures regarding the same topics. The students were divided into 4 batches. Each batch was given an opportunity to perform all 4 scenarios. On the day of the session, the students were given a pre-test to assess the baseline understanding of the topic followed by pre-briefing. After allocating roles for the scenario, each scenario was run for all the teams followed by debriefing. Finally a post-test and feedback form was filled to assess simulation as a teaching learning method and to evaluate the satisfaction of the students towards simulation. Result: Standard deviation(mean) for pretest scores was lowest for cord prolapse module and highest for PPH module. Standard deviation (mean) for post test scores was lowest for shoulder dystocia module and highest for eclampsia module. There was a significant increase in post test scores in all the modules except for PPH module where there was no difference. The thoughts of the students about their simulation experiences were examined and suggestions which came forth were accepted. Conclusion:The use of high-fidelity simulation to train nursing students in obstetric emergencies has greater satisfaction scores, provides and improves students's clinical reasoning, knowledge and skills. Hence simulation teaching needs to be incorporated in the regular curriculum.