Modern Healthcare Covers Growth of Healthcare Simulation Field

modern healthcare simulation

In the most recent addition of Modern Healthcare, the publisher covered the growing field of healthcare simulation with key interviews to help outsiders better understand the benefits of the emerging methodologies and technologies. This is a GREAT article to introduce others to the field of healthcare simulation, so be sure to share this link!

Simulation can save lives and limit patient harm by ensuring physicians young and old alike follow protocols and complete all the necessary steps in order to safely perform a procedure. In a study of 44 final-year medical students in Frankfurt, Germany, students who participated in a three-day simulation-based training course were found to have more thoroughly followed protocols for CPR and a trauma enactment in comparison to students who shadowed emergency physicians for three days. Students trained on simulators scored an average of 90% on their ability to complete steps required on a standard CPR checklist, while the other students scored 62%.

It’s not just students. Another study found that anesthesiologists who engaged in simulation-based training on how to properly wean patients from cardiopulmonary bypass performed better in real-life procedures than those who received traditional interactive seminars. Simulation-trained physicians scored over five percentage points higher when assessed two weeks later by senior staff on their ability to adequately complete necessary steps on a technical checklist. Similar results were shown five weeks after training. Researchers seeking to understand whether simulation could help improve training for ultrasound-guided central venous catheter cannulation found that 51% of simulation-trained residents were successful on the first try of cannulating a patient, as compared with the traditionally trained group’s success rate of 37%, according to a study published in the journal of the Association of American Medical Colleges.


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Medical malpractice payouts have begun climbing upward since 2012, reaching $3.9 billion in 2016. Connecticut’s payout rate per capita is among the highest in the nation. In hopes of reversing this trend and reducing risk, Connecticut-based Hartford HealthCare sought to improve simulation-based training for obstetricians, who are at a particularly high risk for malpractice suits. The health system’s Center for Education, Simulation and Innovation (CESI) developed a simulation-based training program that evaluates physician effectiveness in preventing shoulder dystocia, a high-risk labor complication in which labor is obstructed by the infant’s shoulder. The project utilized technology that measures the amount of force being applied to a simulated baby, eliminating the subjectivity of a doctor-to-doctor evaluation. “Verdicts in the state of Connecticut have been steadily increasing, with some exceeding $20 million,” said CESI Director Stephen Donahue. The device has given physicians more confidence in their abilities, and protected them from preventable risk that can result in lawsuits.

Read the full Modern Healthcare Simulation Article here!


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Hibbing Nursing Students Go Beyond Books and Train in New $1M Healthcare Simulation Center

Hibbing Nursing Students Go Beyond the Books, Train in Simulation CenterAnother article showcasing how the media can cover your simulation program! Read our tutorial on how to gather such public attention for your simulation program here!

Nursing students at the Hibbing Community College (HCC) are stepping out of the classroom, into a realistic hospital room setting and learning how to treat patients in life and death situations. The newly remodeled HCC Healthcare Simulation Center opened this semester and is transforming the way students train. The state-of-the art simulation allows the students to go beyond the book and gain real-life experience that comes without the risk of working on real people.

“Students can come in and practice clinical with patients from birth all the way up to death, and they can do it in a safe environment,” explained Sandy Gustafson, nursing program director at HCC. “They can actually do the hands-on care in critical or unusual situations that they wouldn’t get in a facility that’s in a rural area.” The mannequins talk, breath, blink, cough, puke and bleed like a real human would. One of the female robots even gives birth.

“We can assess them in a way that’s different than just learning from a book because we’re just pretending there,” said Brandy Mass, a first-year nursing student. “If you don’t have that experience behind you with the simulation, then you risk the chance of freezing or not knowing what to do or drawing a blank,” said Ashton Martin, a first-year nursing student. “This prevents us from feeling that nervousness.”

Report of an Expert Panel Convened by the National Patient Safety Foundation

to-err-is-human-update

In order to continue the growth of healthcare simulation utilization, our community must further connect with resources from Patient Safety organizations, like the NPSF. This powerful organization just released a report by an expert panel discussion assessing the state of healthcare on the 15th anniversary of “To err is human” — a critical report that outlined the number of patient deaths attributed to medical error. The number has since grown to as many as 440,000 patients a year in the US alone! How can we better connect healthcare simulation learning opportunities to better patient outcomes?

About the report:

Fifteen years after the Institute of Medicine brought public attention to the issue of medical errors and adverse events, patient safety concerns remain a serious public health issue that must be tackled with a more pervasive response.

With a grant from AIG, the National Patient Safety Foundation (NPSF) convened an expert panel in February 2015 to assess the state of the patient safety field and set the stage for the next 15 years of work.

The resulting report calls for the establishment of a total systems approach and a culture of safety, and calls for action by government, regulators, health professionals, and others to place higher priority on patient safety science and implementation.

The report makes eight recommendations:

  1. Ensure that leaders establish and sustain a safety culture
  2. Create centralized and coordinated oversight of patient safety
  3. Create a common set of safety metrics that reflect meaningful outcomes
  4. Increase funding for research in patient safety and implementation science
  5. Address safety across the entire care continuum
  6. Support the health care workforce
  7. Partner with patients and families for the safest care
  8. Ensure that technology is safe and optimized to improve patient safety

Download the full report for free at NPSF.org!


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Measuring the Impact of Interprofessional Education (IPE) on Collaborative Practice and Patient Outcomes From Institute of Medicine

iom ipe report

IOM has recently released a report on “Measuring the Impact of Interprofessional Education (IPE) on Collaborative Practice and Patient Outcomes”:

“Over the past half century, there have been ebbs and flows of interest in linking what is now called interprofessional education (IPE) with interprofessional collaboration and team-based care. Whereas considerable research has focused on student learning, only recently have researchers begun to look beyond the classroom and beyond learning outcomes for the impact of IPE on such issues as patient safety, patient and provider satisfaction, quality of care, health promotion, population health, and the cost of care. In 2013, the Institute of Medicine’s (IOM) Global Forum on Innovation in Health Professional Education held two workshops on IPE. At these workshops, a number of questions were raised, the most important of which was “What data and metrics are needed to evaluate the impact of IPE on individual, population, and system outcomes?” To answer this question, the Forum’s 47 individual sponsors requested that an IOM consensus committee be convened to examine the existing evidence on this complex issue and consider the potential design of future studies that could expand this evidence base.”

 

Read the briefing on the IOM website.

ASPiH UK National Simulation Development Project Summary Report

aspih uk national simulation summary report

 

The Association for the Simulated Practice in Healthcare published this UK National Simulation Summary Report earlier this year. This National Simulation Development Project (NSDP) was funded by the Higher Education Academy (HEA), with additional funding and resources from Health Education England (HEE), and was conducted primarily by the Association for Simulated Practice in Healthcare (ASPiH). This report brings together information on the current state of play within the field of simulation based education (SBE), a key part of the technology enhanced learning agenda.

Key Findings:

  • There is a growing body of evidence to support the use of SBE in healthcare
  • The funding, training and availability of faculty is a key constraint to wider adoption of SBE
  • SBE is used widely for training in core technical skills for craft specialties and other disciplines
  • The presence of SBE in core curricula for most medical specialties and in nursing is increasing
  • SBE is established as an essential component of human factors training but remains underutilised for this purpose
  • The UK has the highest number of advanced simulation centres in Europe and the UK NHS is regarded as a global leader in the field of SBE
  • The key problems facing those involved in delivering SBE in the UK are similar to those experienced elsewhere in the world.
  • The management, sharing and co-ordination between centres delivering SBE remains poor in many areas
  • The evidence that SBE can develop and assess skills and can change behaviours and improve patient outcomes requires further research and appropriate evidence to support future investment
  • The development of multi-professional training has increased but the disconnect between under and post graduate and between nurse and doctor training remains
  • Over 80% of advanced simulation centres have spare capacity
  • There is limited availability of virtual reality and procedural skills training simulators hampering delivery of some specialty curricula that now include simulated practice competency requirements
  • Use of in-situ simulation for all healthcare professionals is increasing but requires further support for effective delivery
  • The value of public and patient involvement in the design of SBE is not widely recognised
  • Quality control to guide the development of robust programmes of SBE and evidence the value and outcomes of these activities is required

Recommendations:

1. National standards or guidance (as a complement to existing professional standards) for those educators delivering SBE are urgently required. We recommend that any on-going standards framework development includes strategic leadership and support from HEE, ASPiH, NES, HEA and AoME. Input should be sought from the relevant professional bodies and should take into account existing UK and international models currently in use. Future work should address the evidence that demonstrates successful completion, and subsequent progress from novice to expert; and will provide guidance on a portfolio approach to evidence that demonstrates the standards are being maintained through an appraisal process, or similar. This could also be an opportunity to establish support and a clear professional development pathway for those seeking to pursue scholarly development, or broader leadership qualities in SBE.

2. Funding, training and management support for faculty requires urgent attention. The availability of well trained, prepared and time resourced educators using SBE resources should be a key target for HEE, Local Health Boards, PSRBs (Professional Statutory or Regulatory Body) and Health education commissioners. The availability of faculty is also one of the key constraints limiting full utilisation of SBE resources. We recommend a national funding framework to support those delivering SBE and associated recognition in job plans and career portfolios.

3. The development of guidance for SBE in relation to patient safety and human factors training. There needs to be a national lead to ensure all those delivering SBE recognise and deliver effective human factors training by using simulated environments to drive home team skills, leadership and other key issues that affect patient safety. Human factors training provision should be a key criteria for commissioners of SBE. HEA and HEE should also develop a specific programme for SBE team training for medical, nursing and AHP students.

Download the Full UK Simulation Report through the ASPiH Website today! 


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Australia’s HETI Provides Education and Training Requirements for Simulation Professionals Report

heti medical simulation australia

Last week we reported on the amazing Simulation Based Education Report produced by Australia’s Health Education and Training Institute (HETI) which is available as a free download on their website. Simulation Program Lead Chris Moore tweeted a reminder that also available for download was another useful report on the Education & Training Requirements for Simulation Professionals.

heti simulation training requirements report

About the Education & Training Requirements for Simulation Professionals Report:

The NSW Health Education and Training Institute (HETI) aims to support effective and targeted use of simulation based educational methodologies and technologies to support a capable workforce delivering excellent patient care. In partnership with the Federal Department of Health, HETI is responsible for implementing Schedule 4 of a Multi-Schedule Funding Agreement – Simulated Learning Environments. This report aims to respond to Key Performance Indicator 1.1 of the Agreement ‘… develop and implement a process for identifying, and reporting, priority education and training requirements for simulation educators.’

This report sets out priorities derived from an online survey of simulation professionals. The priority areas identified will inform simulation based education and training developed and delivered by HETI. It is also hoped this report will be used by education and health providers to inform local simulation based education activities. This report can be read in conjunction with ‘Simulation based education: Professional entry student education and training’.

About HETI & Simulation:

Simulation is an important and effective education modality in HETI’s approach to training NSW health professionals. HETI supports a wide variety of simulation based educational methodologies and technologies – from specialised simulation centres to actor based learning – to support a capable workforce delivering excellent patient care.

The Health Education and Training Institute (HETI) undertakes a core role in supporting the NSW Health system in its education and training requirements. HETI’s vision is for A world class NSW Health Workforce supporting excellent patient care. Working closely with local health districts (LHDs), specialty health networks (SNs), other public health organisations and health education and training providers HETI ensures education and training across the system: – supports safe, high quality, multi-disciplinary, team based, patient centred care – meets service delivery needs and operational requirements – enhances workforce skills, flexibility and productivity. HETI has an inclusive approach to education and training. The application in practice means education and training provided is cross-sectorial, inter-professional and fully utilises a range of education methodologies and technologies.

Download the Education and Training Requirements for Simulation Professionals Report from the HETI Simulation Page today!

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