Key points are not available for this paper at this time.
Objectives NHS Trusts are challenged with limited engagement of post-graduate children and young-people's (CYP) nurses in multi-disciplinary simulations and advanced life support courses (ALS). Simulation is valuable in healthcare education, however, often elicits stress and anxiety amongst participants. Historically, nurses are relegated to basic roles within medically facilitated simulations. This piece of work was undertaken to understand the barriers that post-graduate nurses face in accessing and using simulation as an effective learning tool. Therefore, allowing us to adjust pre-existing, and implement new, methods of delivering high quality health care education to promote the use of low-mid fidelity simulation in the postgraduate nursing workforce. To empower the diverse nursing cohort to have an active role in simulated, and real-life, resuscitation, and care of deteriorating children and to equip them with skills, experience, and confidence to access advanced life support courses with reduced fear and anxiety. Methods This multi-stage process began with a learning needs analysis to understand the nursing resistance to simulation. Through implementation of weekly ward-based nursing simulations and preparation days for ALS courses, nurses' regular exposure to simulation was increased. An acute paediatric study day was created for adult and paediatric nurses working closely with CYP in either the emergency department or on the wards. These days were initiated and led by experienced nurses, with a structure consisting of theory (short lecture), practical (skills stations) and simulation (consolidation) for 5 different topics relating to common general paediatric emergencies/conditions. Feedback was obtained pre and post study day and analysed. Psychological safety was ensured, with focus on empowering nurses to manage deteriorating children autonomously. Specific learning outcomes were created for the skill mix of nurses attending the day. Results Following the learning needs analysis, the simulation structure was adapted. The weekly ward simulations were well attended, the study day ran twice in 12-months and was oversubscribed, prompting increased provision. Analysed study-day data showed nurses reporting between 26.2%-33.7% increase in confidence in looking after an acutely unwell CYP after the study day. Participants stated they felt less anxious about simulation and excited for more within their ongoing training. They also left with an improved knowledge and skills base, with simulation viewed as a safe, positive, and effective educational tool. There was a significant increase of nurses registering for ALS courses, from 16 nursing participants a year. Conclusion The normalisation and implementation of regular, relevant nurse-led simulation within post-graduate nursing education has proven to not only improve nurses' confidence and uptake of ALS courses, but has also managed to overcome negative perceptions of simulation by providing a safe space for learning and development. The success of this culture change can only contribute positively to patient safety and outcomes through the delivery of high-quality care and encourage post-graduate nursing educators to embrace simulation as an effective education tool.
Jessica Purcell (Tue,) studied this question.