Impact of simulation-based training on perceived provider confidence in acute multidisciplinary pediatric trauma resuscitation

McLaughlin, Cory; Wieck, Minna M.; Barin, Erica N.; Rake, Alyssa; Burke, Rita V.; Roesly, Heather; Young, L. Caulette; Cleek, Elizabeth A.; Morton, Inge; Goodhue, Catherine J.; Burd, Randall S.; Ford, Henri R.; Upperman, Jeffrey S.; Jensen, Aaron R.

doi:10.1007/s00383-018-4361-y

Cited by 26 publications

(17 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Two thirds of respondents reported they could manage aggression at follow-up. Confidence in patient management has been shown to be maintained in a number of simulation studies [75,77,78,80] and even increased [81,82] up to 1 year post-training. This study supports and extends the findings of de la Fuente and Schoenfisch [83] who reported nurses' confidence in coping with patient aggression to be higher in post behaviour management training and maintained up to 1 month following the training.…”

Section: Discussionmentioning

confidence: 95%

“…Organisational culture may influence the delivery, uptake and effectiveness of simulation-based group training programmes. Whilst there is evidence that simulation may be the most effective format for teaching and practicing clinical skills [76,84,85], there is also evidence that institutional culture, with an emphasis on collaborative, interprofessional learning through simulation coupled with repeated exposure to clinical events, may increase confidence in managing clinical situations long term [82]. This concept is reinforced by this study where participants who had experienced clinical aggression post-training, reported increased perceived confidence at follow-up compared to immediately post-training.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital

et al. 2020

View full text Add to dashboard Cite

Background: An increasing number of incidents involving aggressive behaviour in acute care hospitals are being witnessed worldwide. Acute care hospital staff are often not trained or confident in managing aggression. Competent management of clinical aggression is important to maintain staff and patient safety. Training programmes for acute care staff are infrequently described in the literature and rarely reported for paediatric staff. Simulation training allows practice of skills without patient risk and may be more effective than traditional teaching formats for aggression management. Aim and design: The aim of this proof of concept study was to develop a simulation-based education session on aggression management for acute care paediatric staff based on best practice principles, to evaluate the acceptability of this training programme and to gain an understanding of the impact of the training on participants' perceived confidence in managing clinical aggression. Two separate simulation exercises were delivered as a 2-h component of a hospital management of clinical aggression (MOCA) training day. Participants completed a written survey immediately prior to, at completion of the simulation-based group training, and at 3-6 months following the simulation training. Findings: Nine training days were conducted in 2017 for nursing, medical, allied health, education and security staff with a total of 146 participants (83% were acute care nurses). Two thirds (68%) of participants had experienced clinical aggression as part of their routine work, with 51% overall reporting a lack of confidence managing these patients. Immediately following the simulation training, 80% of all participants reported feeling more confident in managing clinical aggression, 47% reported a 1-point increase in confidence, whilst 33% of participants reported a 2-or 3-point increase. At 3-6 months post-training, 66% of respondents (N = 44) reported continued confidence in managing aggression with 100% of participants stating they would recommend simulation training to colleagues.

show abstract

Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Although dissemination strategies were most used in the included studies, capacity building and scale-up were most effective. A before and after study [ 9 ] investigated the effect of implementing a simulation-based training program on healthcare provider confidence in team-based management of severely injured pediatric trauma patients and found a positive response as the healthcare provider confidence on long-term exposure was improved. They used dissemination strategies in which healthcare providers underwent a 40-minute structured debriefing with trained debriefers after a training session.…”

Section: Discussionmentioning

confidence: 99%

Implementation strategies in emergency management of children: A scoping review

et al. 2021

View full text Add to dashboard Cite

Background Implementation strategies are vital for the uptake of evidence to improve health, healthcare delivery, and decision-making. Medical or mental emergencies may be life-threatening, especially in children, due to their unique physiological needs when presenting in the emergency departments (EDs). Thus, practice change in EDs attending to children requires evidence-informed considerations regarding the best approaches to implementing research evidence. We aimed to identify and map the characteristics of implementation strategies used in the emergency management of children. Methods We conducted a scoping review using Arksey and O’Malley’s framework. We searched four databases [Medline (Ovid), Embase (Ovid), Cochrane Central (Wiley) and CINAHL (Ebsco)] from inception to May 2019, for implementation studies in children (≤21 years) in emergency settings. Two pairs of reviewers independently selected studies for inclusion and extracted the data. We performed a descriptive analysis of the included studies. Results We included 87 studies from a total of 9,607 retrieved citations. Most of the studies were before and after study design (n = 68, 61%) conducted in North America (n = 63, 70%); less than one-tenth of the included studies (n = 7, 8%) were randomized controlled trials (RCTs). About one-third of the included studies used a single strategy to improve the uptake of research evidence. Dissemination strategies were more commonly utilized (n = 77, 89%) compared to other implementation strategies; process (n = 47, 54%), integration (n = 49, 56%), and capacity building and scale-up strategies (n = 13, 15%). Studies that adopted capacity building and scale-up as part of the strategies were most effective (100%) compared to dissemination (90%), process (88%) and integration (85%). Conclusions Studies on implementation strategies in emergency management of children have mostly been non-randomized studies. This review suggests that ‘dissemination’ is the most common strategy used, and ‘capacity building and scale-up’ are the most effective strategies. Higher-quality evidence from randomized-controlled trials is needed to accurately assess the effectiveness of implementation strategies in emergency management of children.

show abstract

“…Other published curriculums for this learner group are not as thorough as this curriculum. They tend to focus on either a single training gap such as trauma management [51] or delivering challenging news [52], focus on a single piece of the curriculum development process [53], or do not as thoroughly describe their process [51]. As a result, we believe our curriculum is the most generalizable and adaptable curriculum to date.…”

Section: Discussionmentioning

confidence: 99%

The development and implementation of a 12-month simulation-based learning curriculum for pediatric emergency medicine fellows utilizing debriefing with good judgment and rapid cycle deliberate practice

Jeffers

Poling

2019

BMC Med Educ

View full text Add to dashboard Cite

BackgroundThere are currently training gaps, primarily procedural and teamwork skills, for pediatric emergency medicine (PEM) fellows. Simulation-based learning (SBL) has been suggested as an educational modality to help fill those gaps. However, there is little evidence suggesting how to do so. The objective of this project is to develop and implement an SBL curriculum for PEM fellows with established curriculum development processes and instructional design strategies to improve PEM fellowship training.MethodsWe developed a 12-month longitudinal SBL curriculum focused on needs assessment, instructional strategies, and evaluation. The curriculum development process led us to combine the instructional strategies of debriefing with good judgment, rapid cycle deliberate practice, and task-training to improve core PEM skills such as procedural competence, crisis resource management, and managing complex medical and traumatic emergencies. Using multiple approaches, we measured outcomes related to learners (attendance, performance, critical procedure opportunities), instructor performance, and program structure.ResultsEight/Eight (100%) PEM fellows participated in this curriculum from July 2015 to June 2017 with an overall attendance rate of 68%. Learners self-reported high satisfaction (4.4/5, SD = 0.5) and perceived educational value (4.9/5, SD = 0.38) with the curriculum and overall program structure. Learners had numerous opportunities to practice critical procedures such as airway management (20 opportunities), defibrillator use (ten opportunities), and others (ten opportunities). Learner Debriefing Assessment for Simulation in Healthcare (short version) scores had mean scores greater than 5.8/7 (SD = 0.89) across all six elements.ConclusionsThis longitudinal SBL curriculum combining debriefing with good judgment and rapid cycle deliberate practice can be a feasible method of reducing current training gaps (specifically with critical procedure opportunities) in PEM fellowship training. More work is needed to quantify the training gap reduction and to refine the curriculum.

show abstract

Impact of simulation-based training on perceived provider confidence in acute multidisciplinary pediatric trauma resuscitation

Cited by 26 publications

References 24 publications

Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital

Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital

Implementation strategies in emergency management of children: A scoping review

The development and implementation of a 12-month simulation-based learning curriculum for pediatric emergency medicine fellows utilizing debriefing with good judgment and rapid cycle deliberate practice

Contact Info

Product

Resources

About