Multidisciplinary obstetric simulated emergency scenarios (MOSES): Promoting patient safety in obstetrics with teamwork-focused interprofessional simulations

Abstract

Interprofessional, team-based simulations promote new learning.

Celebrating and honouring midwifery in New Zealand

“…Similarly the opportunity to "rehearse" or repeat emergency skills established links to practice, with participants reporting that they felt more prepared for "real" emergencies after the simulation (Freeth et al, 2009). The ability to focus on developing practical skills to a safe standard as often as necessary to gain that, i.e., repetition, was felt by lecturers and mentors to be beneficial.…”

“…It would appear that there may be benefits to the participants if they are able to witness peers or be observers during simulation activities (Dow, 2012c;Freeth et al, 2009). Team participation could also be seen as a mechanism important to both learning and team/relationship building.…”

“…Observation enabled learning; alternative strategies were able to be explored as perceptions of their own performance were compared to how others managed. The more critical nature of performance review in clinical practice, compared to simulation, was also discussed, suggesting that errors during simulation invoked less fear of real life repercussions (Freeth et al, 2009). Simulation situations which supported corrections to responses before going into clinical practice were considered to be beneficial (Dow, 2012c;Norris, 2008).…”

“…This suggests that simulation plays a potential gate-keeping role and raises interesting questions as to whether using simulation for both practice and assessment can be a nonthreatening experience. "I guess it is a stepping point for assessing the safety before you're allowed out there to do the real thing" (Fox-Young et al, 2012, p. 499).Some transfer of learning from simulation into the workplace was identified by Freeth et al (2009) but the mechanisms to support this were also noted to be underdeveloped. Smith et al (2011) also caution that while the midwifery students' satisfaction improved, their expansion of learning was less obvious.…”

“…Simulation has the potential to "gate keep" access to clinical practice, with simulation seen as a replacement of clinical hours . There is a need for more evidence to demonstrate whether simulation is a suitable, valid and reliable substitute for clinical practice hours within midwifery.One of the benefits of simulation is the potential to ensure skill mastery via repetition or "scaffolding", with ongoing feedback and dialogue considered to be important to learning (Cooper, Bulle et al, 2012;Dow, 2012aDow, , 2012bDow, , 2012cFreeth et al, 2009;McKenna et al, 2011;Norris, 2008;Smith et al, 2011). Poor performance may be reduced prior to practice by repetition, the recognition of mistakes and ongoing dialogue with facilitators and peers (Dow, 2012c;Fox-Young et al, 2012;Freeth et al, 2009).…”