Video recording in the delivery room: current status, implications and implementation

Simma, Burkhard; Boer, M. den; Nakstad, Britt; Küster, Helmut; Herrick, Heidi M.; Rüdiger, Mario; Aichner, Heidi; Kaufmann, Maxi

doi:10.1038/s41390-021-01865-0

Cited by 12 publications

(15 citation statements)

References 82 publications

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“…Performance is likely to differ between centers ( 39 ). However, training of staff in the two hospitals included in the current study were led by the same team from Aarhus University Hospital, and all staff were trained using ERC guidelines and similar equipment.…”

Section: Discussionmentioning

confidence: 99%

Teamwork and Adherence to Guideline on Newborn Resuscitation—Video Review of Neonatal Interdisciplinary Teams

et al. 2022

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BackgroundLittle is known about the importance of non-technical skills for the adherence to guidelines, when teams of midwives, obstetricians, anesthesiologists, and pediatricians resuscitate and support the transition of newborns. Non-technical skills are competences underpinning successful teamwork in healthcare. These are usually referred to as leadership, situational awareness, communication, teamwork, decision making, and coping with stress and fatigue.ObjectiveBy review of videos of teams managing newborns with difficult transition, we aimed to investigate whether the level of the teams' non-technical skills was associated with the degree of adherence to guidelines for newborn resuscitation and transitional support at birth.MethodsFour expert raters independently assessed 43 real-life videos of teams managing newborns with transitional difficulties, two assessed the non-technical score and two assessed the clinical performance. Exposure was the non-technical score, obtained by the Global Assessment Of Team Performance checklist (GAOTP). GAOTP was rated on a Likert Scale 1–5 (1 = poor, 3 = average and 5 = excellent). The outcome was the clinical performance score of the team assessed according to adherence of the European Resuscitation Counsel (ERC) guideline for neonatal resuscitation and transitional support. The ERC guideline was adapted into the checklist TeamOBS-Newborn to facilitate a structured and simple performance assessment (low score 0–60, average 60–84, high 85–100). Interrater agreement was analyzed by intraclass correlation (ICC), Bland-Altman analysis, and Cohen's kappa weighted. The risk of high and low clinical performance was analyzed on the logit scale to meet the assumptions of normality and constant standard deviation.ResultsTeams with an excellent non-technical score had a relative risk 5.5 [95% confidence interval (CI) 2.4–22.5] of high clinical performance score compared to teams with average non-technical score. In addition, we found a dose response like association. The specific non-technical skills associated with the highest degree of adherence to guidelines were leadership and teamwork, coping with stress and fatigue, and communication with parents. Inter-rater agreement was high; raters assessing non-technical skills had an interclass coefficient (ICC) 0.88 (95% CI 0.79–0.94); the neonatologists assessing clinical performance had an ICC of 0.81 (95% CI 0.66–0.89).ConclusionTeams with an excellent non-technical score had five times the chance of high clinical performance compared to teams with average non-technical skills. High performance teams were characterized by good leadership and teamwork, coping with stress, and fatigue and communication with parents.

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Section: Discussionmentioning

confidence: 99%

Teamwork and Adherence to Guideline on Newborn Resuscitation—Video Review of Neonatal Interdisciplinary Teams

et al. 2022

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“…Data acquired from video review must be used to drive change, otherwise it becomes a mundane task ( 32 ). It is recommended to conduct video-review regularly, for example weekly, with a predefined timeslot and integrated in training and education to avoid a decline in skills and knowledge after it is learned ( 33 ). This will create a cycle of evaluation (by video-reflection), training and re-evaluation ( 30 , 31 , 33 ).…”

Section: Using Recordings For Video-reflectionmentioning

confidence: 99%

“…It is recommended to conduct video-review regularly, for example weekly, with a predefined timeslot and integrated in training and education to avoid a decline in skills and knowledge after it is learned ( 33 ). This will create a cycle of evaluation (by video-reflection), training and re-evaluation ( 30 , 31 , 33 ). However, future research is needed to assess different methods for sustainability.…”

Section: Using Recordings For Video-reflectionmentioning

confidence: 99%

“…However, studies have shown that ethical and legal issues play a role ( 26 , 31 , 45 , 50 ). Different standards and formalities of ethical committees exist and differ between centers and countries, which results in a variation in implementation of video-reflection regarding consent, data acquisition and storage ( 33 ). As the focus of the recordings is not the patient, but the quality of care provided by the caregivers, the consent procedure nearly always includes consent from the caregivers.…”

Section: Preconditions For the Organization Of Video-reflectionmentioning

confidence: 99%

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Video recording emergency care and video-reflection to improve patient care; a narrative review and case-study of a neonatal intensive care unit

et al. 2022

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As the complexity of emergency care increases, current research methods to improve care are often unable to capture all aspects of everyday clinical practice. Video recordings can visualize clinical care in an objective way. They can be used as a tool to assess care and to reflect on care with the caregivers themselves. Although the use of video recordings to reflect on medical interventions (video-reflection) has increased over the years, it is still not used on a regular basis. However, video-reflection proved to be of educational value and can improve teams’ management and performance. It has a positive effect on guideline adherence, documentation, clinical care and teamwork. Recordings can also be used for video-reflexivity. Here, caregivers review recordings together to reflect on their everyday practice from new perspectives with regard to context and conduct in general. Although video-reflection in emergency care has proven to be valuable, certain preconditions have to be met and obstacles need to be overcome. These include gaining trust of the caregivers, having a proper consent-procedure, maintaining confidentiality and adequate use of technical equipment. To implement the lessons learned from video-reflection in a sustainable way and to continuously improve care, it should be integrated in regular simulation training or education. This narrative review will describe the development of video recording in emergency care and how video-reflection can improve patient care and safety in new ways. On our own department, the NICU at the LUMC, video-reflection has already been implemented and we want to further expand this. We will describe the use of video-reflection in our own unit. Based on the results of this narrative review we will propose options for future research to increase the value of video-reflection.

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“…(1) In the past 25 years video-re ection has been introduced in neonatal delivery room management and its use has increased since then. (13) Our own center, the NICU of the Leiden University Medical Center, has recorded neonatal resuscitation since 2009.…”

Section: Introductionmentioning

confidence: 99%

Study protocol for implementing videorecording of acute neonatal interventions to create reflexivity; the Neoflix project

Heesters

Zanten

Boer

et al. 2022

Preprint

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Purpose: The environment of the NICU can be dynamic and emergent. Video-reflection of neonatal interventions gives an objective view on clinical practice. Although video-reflection is increasingly used, it is focused mostly on technical aspects. The focus of video-reflection can also be shifted towards teamwork and context. However, no studies have explained the set-up for video-reflexive sessions of neonatal interventions and how to use it to drive change and improvement neonatal interventions. We aim to identify success factors and prerequisites for implementation of video-reflexivity and to create a manual for other departments. Methods: video-reflexive sessions will be conducted at the NICU of the LUMC. Interventions that are recorded include 1) line insertions, 2) intubations and MIST procedures and 3) neonatal resuscitations at birth. Caregivers can choose to record interventions they perform, are offered the option of reviewing the recordings and are invited to attend the multidisciplinary reflexive sessions. Observations regarding insights, ideas and discussions will be evaluated. Action-research will be performed to make improvements in neonatal care based. Results and conclusion: Institutional research ethics approval has been acquired. Results will be published in peer-reviewed journals and presented at relevant conferences. Findings will be presented to caregivers to inform them of ongoing improvements of neonatal interventions. Time is limited in an acute care department, not all caregivers can attend each session. We distribute findings from the reflexive sessions among all caregivers. Our proposal is based on the experience of a single center level III NICU.

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Video recording in the delivery room: current status, implications and implementation

Cited by 12 publications

References 82 publications

Teamwork and Adherence to Guideline on Newborn Resuscitation—Video Review of Neonatal Interdisciplinary Teams

Teamwork and Adherence to Guideline on Newborn Resuscitation—Video Review of Neonatal Interdisciplinary Teams

Video recording emergency care and video-reflection to improve patient care; a narrative review and case-study of a neonatal intensive care unit

Study protocol for implementing videorecording of acute neonatal interventions to create reflexivity; the Neoflix project

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