An Interprofessional Simulation for Child Abuse Reporting

Victor-Chmil, Joyce; Foote, Edward F.

doi:10.1016/j.ecns.2015.12.003

Cited by 11 publications

(4 citation statements)

References 2 publications

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“…Additionally, there is a need for standardisation of simulation scripts, with equal participation time for each profession during the simulation. Students may also lack knowledge in certain areas, such as tobacco addiction, which can lead to discomfort during simulations (Shrader et al, 2011;Vyas et al, 2012;Bottenberg et al, 2013;Ragucci et al, 2016;Victor-Chmil & Foote, 2016;Iverson et al, 2018;Curley et al, 2019;Frenzel et al, 2019;Schwindt et al, 2019;Clauser et al, 2020;Egelund et al, 2020;Shaikh et al, 2020;Bowers et al, 2022).…”

Section: Specific Gaps In Hybrid Modalitymentioning

confidence: 99%

Non-virtual simulation training and patient simulation existing for pharmacy students: A scoping review

Gaspar,

Bardiau,

Herné

et al. 2024

Pharm Educ

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Background: Simulation training enhances non-technical skills and patient safety in pharmacy education, fostering healthcare knowledge and interprofessional collaboration. These training programmes are crucial for instructing pharmacy students in establishing therapeutic and interprofessional relationships with patients and healthcare providers. The objective of this scoping review was to examine not only the simulation training activities currently available to pharmacy students but also their effectiveness and then to identify areas in non-technical skills that still need to be taught. Methods: A scoping review focused on “simulation training” and “pharmacy students” was conducted, excluding virtual simulation. Initial searches in Scopus, MEDLINE and ERIC were performed on June 6, 2020, with a follow-up on February 25, 2022. Both English and French articles were considered, guided by PRISMA-ScR. Results: From 812 initial papers, 140 met inclusion criteria, revealing two simulation modalities: simulated patient and hybrid. Hybrid modality facilitated interprofessional simulation. Simulation training in patient communication, medication counselling and interprofessional education was seen to have the most impact on students. Conclusion: Simulation training was found to be an efficient method of teaching non-technical skills such as communication, medication counselling and interprofessional collaboration for patient-centred care and interprofessional exchanges in pharmacy education programmes.

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Section: Specific Gaps In Hybrid Modalitymentioning

confidence: 99%

Non-virtual simulation training and patient simulation existing for pharmacy students: A scoping review

Gaspar,

Bardiau,

Herné

et al. 2024

Pharm Educ

View full text Add to dashboard Cite

show abstract

“…Many studies evaluated the perceptions of students and their use of a range of paediatric nursing simulations (Davies et al, 2012;Gamble, 2017;Kim, Oh, Kang, & Kim, 2014;Lubbers & Rossman, 2017;Stewart, Kennedy, & Cuene-Grandidier, 2010;Victor-Chmil & Foote, 2016;Wyllie & Batley, 2019). All studies deemed the simulation intervention as favourable.…”

Section: Evaluative Studiesmentioning

confidence: 99%

“…Just over half of the studies (17) used simulations that had a single-patient focus (Aldridge, 2017;Cole & Foito, 2019;Goldsworthy et al, 2019;Harris, 2011;Kim et al, 2014;Lee et al, 2017;Marken et al, 2010;McKeon et al, 2009;Megel et al, 2012;Nagelkerk et al, 2014;Osman, 2014;Parker et al, 2011;Pohl et al, 2017;Rholdon et al, 2018;Small et al, 2018;Valler-Jones, 2014;Victor-Chmil & Foote, 2016). These studies therefore tended to focus on specific skills needed to assess and care for a sick child.…”

Section: Individual-based Simulationsmentioning

confidence: 99%

A Systematic Scoping Review and Textual Narrative Synthesis of Undergraduate Pediatric Nursing Simulations: What, Why, and How?

Essex

Malamateniou

Narramore

et al. 2021

Clinical Simulation in Nursing

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“…Simulation can be an effective method to improve awareness, evaluation, and management of both abusive and penetrating traumatic injuries. 5 Simulation-based training has been shown to be an effective tool in preparing for time-sensitive multidisciplinary trauma resuscitations. Simulation improves trauma team functioning 6 and decreases time to critical trauma resuscitative procedures.…”

Section: Introductionmentioning

confidence: 99%

Multidisciplinary Simulation for Blunt and Penetrating Pediatric Trauma Utilizing Standard and Rapid Cycle Deliberate Practice Models

Henkel,

Lemke,

Rubalcava

et al. 2024

MedEdPORTAL

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Introduction Pediatric trauma resuscitations are low-frequency, high-stakes events that require skilled multidisciplinary teams with strong medical knowledge and communication skills. Methods This pediatric trauma simulation training session included two cases and formats. The first case was designed in a traditional format and featured a 12-month-old child with inflicted blunt head and abdominal trauma. The second case was organized in successive rounds utilizing the rapid cycle deliberate practice (RCDP) model and featured an 18-month-old with gunshot wounds to the abdomen and chest. Educational objectives included effective communication in a multidisciplinary team, timely completion of primary and secondary surveys, awareness of systems and processes related to trauma care, and increasing competency with low-frequency pediatric trauma skills. Necessary equipment included high-fidelity toddler-sized mannequins, chest tube task trainer or applicable mannequin and equipment, intubation equipment and supplies, intraosseous access, and blood products with rapid delivery infusers. This training session was designed for learners in a multidisciplinary team including physician trainees, nurses, and advanced practice providers; adjustments could be made to the team members as desired. Results Quantitative and qualitative evaluations demonstrated high learner satisfaction and engagement, particularly in the RCDP style of learning. Discussion Multidisciplinary team practice of pediatric trauma scenarios, particularly utilizing the RCDP simulation model, provides the opportunity to improve teamwork and communication, practice procedural skills, and deepen team members' understanding of and comfort with trauma resuscitations.

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An Interprofessional Simulation for Child Abuse Reporting

Cited by 11 publications

References 2 publications

Non-virtual simulation training and patient simulation existing for pharmacy students: A scoping review

Non-virtual simulation training and patient simulation existing for pharmacy students: A scoping review

A Systematic Scoping Review and Textual Narrative Synthesis of Undergraduate Pediatric Nursing Simulations: What, Why, and How?

Multidisciplinary Simulation for Blunt and Penetrating Pediatric Trauma Utilizing Standard and Rapid Cycle Deliberate Practice Models

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