Celebrating scholarship in healthcare simulation: Medical teacher turns 40

Nestel, Debra; Konge, Lars

doi:10.1080/0142159x.2018.1473563

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…The use of the real seclusion suite aims to enhance the structural fidelity of the simulation. This works alongside the awareness that fidelity in functional task alignment is also essential (Hamstra et al , 2014), largely addressed in the pre-briefing process (including such elements as a realistic handover and availability of appropriate documentation) and phenomenological or emotional fidelity created through the presentation and reactions of the simulated patient (Dieckmann et al , 2007; Nestel and Konge, 2018). All three aspects of fidelity (structural, functional and phenomenological) are essential, and designed to work together to maximise educational effectiveness (Dieckmann et al , 2007).…”

Section: Methodsmentioning

confidence: 99%

“…Recent years have seen a growing interest in the use of simulation within psychiatry, with training programmes emerging relating to the recognition and management of physical health problems in psychiatric settings (Jordan et al , 2015), enhancing empathy and reflective practice through the use of covert glasses (Kirk and Evans, 2018) and improving communication skills (Badrakalimuthu and Prevazanos, 2018). However, in addition, simulation methodology is increasingly being seen as applicable when focussing on the interactive human relationships, which lie at the heart of mental health care, both between clinicians and patients or carers and in-between team members (Nestel and Konge, 2018).…”

Section: The Case For Simulationmentioning

confidence: 99%

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Multidisciplinary, simulation-based training to improve review of seclusion

Akroyd¹,

Allison

Booth³

et al. 2021

JMHTEP

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Purpose Seclusion is the supervised containment of a patient, away from others, when immediately necessary to manage safety on a psychiatric inpatient ward. When seclusion is necessary, it should be used for the shortest time possible, with a regular multidisciplinary review of the patient’s mental and physical health, medication and risk guiding decisions around continuation or ending of this restrictive measure. However, many medical and nursing staff can be anxious about taking part in such reviews. Simulation has been used in many areas of medicine to help people to develop competence and confidence, in a safe setting where their own needs can be paramount. This paper aims to describe the use of a blended learning approach, including simulation, to build confidence and competence amongst healthcare professionals in the safe review of seclusion. Design/methodology/approach A multidisciplinary group, including input from individuals with lived experience of use of seclusion, put together a one-day training course, which included group debate exploring the relationship between seclusion and the Human Rights Act, guided discussion of videos exploring some aspects of practice and a half-day of simulation where multidisciplinary teams could act as the team reviewing a patient who had been secluded. Findings This paper found that the course’s blended learning approach helped participants to feel more confident in their understanding of several aspects of seclusion, including what their team discussions should include before and after seeing a patient and in knowing when to end a period of seclusion. Originality/value While simulation is slowly becoming a more familiar component of the undergraduate and postgraduate education offer in psychiatry, the authors are unaware of any evaluation of a dedicated simulation-based training course around reviews of seclusion.

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Section: Methodsmentioning

confidence: 99%

Section: The Case For Simulationmentioning

confidence: 99%

Multidisciplinary, simulation-based training to improve review of seclusion

Akroyd¹,

Allison

Booth³

et al. 2021

JMHTEP

View full text Add to dashboard Cite

show abstract

“…In using and assessing realism in simulation-based online psychiatric assessments, fidelity identified by Hamstra (2014) include the structural (does it look real), the functional (are the processes accurate) and phenomenological (is it emotionally congruent) fidelity as its main elements. Studies have shown that isolated elements of fidelity application do not correspond with an increased learning effectiveness (Amin, 2011); it may also be argued the difficulty of applying these elements in a psychiatry setting (Nestel and Konge, 2018).…”

Section: Introductionmentioning

confidence: 99%

Training for psychiatric assessments using virtual simulation

Stewart

Mashmous

2023

JMHTEP

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Purpose The changing clinical landscape in psychiatry, both before and after the pandemic, has impacted students’ direct contact with psychiatric patients. It is imperative, therefore, that medical education keeps pace with evolving clinical pathways to ensure that clinicians are always appropriately trained not just for common presentations but also for low-prevalence, high-risk situations. Simulated-based training is well established. However, it is not without its limitations, many of which could be overcome with the use of virtual simulation. This study aims to analyse the use of virtual simulation within medical education to train clinicians in psychiatric assessments. Design/methodology/approach A scoping review was undertaken with a comprehensive literature search of the six most relevant online peer-reviewed databases, including PubMed, PsycINFO, CINAHL, Medline, EMBASE and Cochrane. All published papers in English that discussed simulation in teaching psychiatric assessments were included. Findings Virtual patients can be used for educational, diagnostic and therapy purposes attributable to advances in speech-recognition technology. Virtual simulations are well received and positively affect clinicians’ knowledge and skill development. Educational faculties should consider using virtual simulation technologies to improve learning outcomes. Further studies should enhance the fidelity and quality of virtual assessment simulation situations, mainly focusing on the virtual patient’s empathy, gesturing and body language to enable this evidence-based tool to be used effectively and efficiently for the benefit of future patient care. Originality/value The changing clinical landscape in psychiatry, both before and after the pandemic, has impacted students’ direct contact with psychiatric patients. This scoping review has reviewed the use of virtual simulation-based education to train clinicians for psychiatric assessments. To the best of the authors’ knowledge, this work has not been conducted before.

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Celebrating scholarship in healthcare simulation: Medical teacher turns 40

Cited by 2 publications

References 13 publications

Multidisciplinary, simulation-based training to improve review of seclusion

Multidisciplinary, simulation-based training to improve review of seclusion

Training for psychiatric assessments using virtual simulation

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