HPSN UK 2019

Nottingham, UK

December 3-4


DoubleTree by Hilton Hotel Nottingham - Gateway

Registration: Free

Announcements


There is still time to register for this event, but we are now closed for abstract submissions. Thanks to everyone that has contributed!

Content


Keynote Speakers

Keynote Speakers

We are delighted to bring four keynote speakers to this year's conference to cover the themes of simulation technologies and education strategies. In addition a number of pleanry speakers will be added to the programme. More details can be found above.

Day One Technology

Day One Technology

Day One of the conference will see a range of interactive workshops for the technological and creative minds out there. 

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Day One Technology


CAE Maestro and Muse with modelled physiology allows manipulation of various patient parameters in order to present simulated patients with both normal and abnormal physiology and signs. Making changes to the physiology with Maestro and Muse is a simple but key step in the development of simulated experiences that accurately represent the chosen clinical case. This workshop will show, in easy to follow steps, the power of the software to generate a dynamic patient physiology that changes in real-time in response to deterioration or intervention. In addition, we will show how a wealth of data can be obtained during the clinical experience in order to deepen the enhance the learning experience.

Presented By: Ann Sunderland, Wynnefield Consulting

Difficulty recruiting and retaining clinical staff to support the increasing demand on NHS services is an increasing challenge (NHS Providers 2017). In an attempt to fill the gap, new roles such as physician associates, nursing associates, and assistant practitioners (BMA 2019), have been developed alongside NHS England's push to increase the number of advanced clinical practitioners.  These new roles together with implementation of the the new undergraduate nursing curriculum (from September 2019), has led to an exponential increase in the need for clinical assessments i.e. objective structured clinical assessments (OSCEs). Many of these assessments will be high stakes i.e. the learner's professional registration requires them to pass, so their development and delivery should be of a high standard ensuring that they test the required knowledge, skills and attitude of the learners.

 

This workshop aims to provide a platform to discuss current technical input into OSCEs and how this might be developed in the future.


Learning outcomes:
1. To have an awareness of the history and theory behind the use of OSCEs
2. To consider the role of the technician in relation to preparation, delivery and evaluation of OSCEs
3. To consider the use of audiovisual solutions to support learner and faculty development

 

References
BMA (2019). New Clinical Roles within the NHS. Available at: https://www.bma.org.uk/collective-voice/policy-and-research/education-training-and-workforce/new-clinical-roles. Accessed: 7 September 2019.
NHS Providers (2017). Workforce project: Initial analysis of issues facing the provider sector. Available at:  https://nhsproviders.org/media/3431/workforce-project-initial-analysis-of-issues-facing-the-provider-sector.pdf Accessed: 7 September 2019.

Presented By: Eszter Borján, Semmelweis University

Lucina childbirth simulator is suitable for monitoring the maternal and fetal parameters and simulating normal pregnancy, normal labour and delivery, birth with breech presentation, postpartum haemorrhage, mother's cardiac arrest, eclampsia, and shoulder dystocia. The device is incomparable in teaching fetal monitoring during the delivery because just like in the up-to-date delivery practice, the cardiotocography (CTG) is displayed on a screen, thus, the current state of the mother and fetus can be monitored.

The goal of this workshop is to present the features of CAE Lucina childbirth simulator and provide a hands-on experience in normal delivery and obstetrics emergencies, especially in the management of shoulder dystocia.

This workshop is  aimed at any technologist, simulationist  or  educator who is interested in creating  effective  simulation designs using  modalities such as interactive mannequins, hybrid simulation  and simulated patients to  create  a meaningful teaching and learning experience . Reference will be made to the ASPiH , INACSL and ASPE standards when creating  simulation based experiences (SBE)  . By thinking about  the 'how:'  when  designing  and incorporating   strategies such as 'simulation life savers' to ensure that learners are neither under or over stimulated when  undertaking SBE will in part ensure that  the learning environment is managed with the learners at the centre . Cognitive load theory will be introduced as a strategy to inform the design .  

 

This workshop is aimed at anyone who is new to simulation based education and those that support colleagues who themselves are new to simulation education,

As the application of simulation in healthcare evolves, more simulation professionals strive to collaborate and develop new scenarios that meet interprofessional learning requirements and deliver the highest quality learning experience possible. This often requires collaboration between different authors using different technologies and so a solution is needed to enable them to work together.

This workshop will explore the challenges collaboration can present in scenario development. It will present the web-based iRIS Simulation Authoring Platform as not only a solution to overcome these challenges, but as a platform to make scenario development and delivery far more efficient.

iRIS will support you in:

• ensuring your scenarios are developed in a standardised, high quality manner
• creating significant efficiencies in the time required for designing scenarios and collating simulation resources
• providing a central repository from which to store and manage your scenarios
• reducing the time and effort required to train colleagues in the authoring of scenarios
• building engagement with a wider range of SMEs to harness their expertise in developing new scenarios
• driving interprofessional collaboration and sharing of content with other simulation professionals
• reducing the time needed to set up simulations by exporting the same scenario to both CAE Maestro and Laerdal manikin software.

Presented By: Anthony Skehan, CAE | Joseph Pimley, CAE

Sounds a bit dull?

 

What we are really covering is how to get your CAE Juno running well and keeping it that way. From how to keep it clean and tidy, to what to do if it’s not behaving itself.

This will be an informal session to share ideas on getting the best from your simulator.

It is a chance for you to ask the questions and us to give the answers. What could be more exciting than that? Hopefully…

Presented By: Thomas Sharp, CAE

Practical Hands-On Workshop

 

This workshop will demonstrate how to use the bleeding systems of both the Lucina and Apollo simulators and also how to care for and maintain the systems.

Presented By: Anthony Skehan, CAE | Joseph Pimley, CAE

Ares First Line Maintenance

An informal session on how to get the best from your CAE Ares. Learn the basics before we dive a little deeper and get to know more about the manikin!
Got a problem with your own? or just not sure how to make that scenario you're running go smoother!

Share your experiences and we'll find the answers.


•Aim: To build a manikin that vomits, excretes diarrhoea, produces blood from IV arm, sweats and coughs


•Objectives: Make a cheap and replicable system that will attach easily onto any other manikin. Create plans and alternative easier plans for others to build
 

•Impact on practice: Users can see under UV light what fluid they are covered in depending on the colour. The impact on users and candidates of the new course are instantly mindful of how much contaminated body fluid they are covered in. Candidates are more aware of what PPE is used and how it is used thus decreasing outbreaks of any future virus, all through evidenced based simulation
 

This interactive workshop will demonstrate how you can increase environmental fidelity when working with Standardized or Simulated Patients (SP) in primary, secondary or tertiary care. Utilizing a Cut Suit, this session will give participants the opportunity to use this technology to increase the realism for learners in disaster, military and/or emergency settings. Join this workshop to discover how this technology can support learners at undergraduate and postgraduate level in clinical and academic settings

Are you planning a simulation center? Do you feel that the center in your institution does not live up to expectations?
In the context of the turnkey solutions portfolio, CAE Healthcare offers expertise, consultation, and solutions in designing simulation centres for healthcare education.
In this workshop, we’ll discuss best practices for simulation centre layouts and how a consultation process’ training needs analysis leads to an effective design of the centre.
This includes the analysis of room types, technical and infrastructure requirements, institutional constraints, and space and layout recommendations based on examples of international simulation centres.

Presented By: Karen Scullion, Lancashire Teaching Hospitals NHS Trust

Simulation training provides a safe, immersive and interactive learning environment and has been recognised as a vital component in reducing adverse events and improving patient safety.  By providing healthcare professionals with the chance to practice and plan for emergency and critical situations, whilst recognising any human factor or organisational issues before they occur.

 

A current focus on improving patient safety within maternity services has led to a national drive called better births.  Lucina, the birthing manikin from CAE allows midwives, obstetricians and other health care professionals, the chance to practice different birthing scenarios.  This workshop will provide a demonstration of Lucina birthing in the all fours position.

Welcome Reception

Welcome Reception

Help us to Kick off HPSN UK 2019 by joining us for food, fun and drinks in the Product Showcase (Lavendar Lounge) Either Monday, 2nd or Tuesday, 3rd December at 6:30 p.m. - 8:00 p.m. 

Day Two Concurrent Sessions

Day Two Concurrent Sessions

Day Two of the conference will see a range of oral presentations, workshops and posters on simulation education strategies as a part of our concurrent sessions. Choose wisely.

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Day Two Concurrent Sessions


Presented By: Nick White, Sheffield Hallam University | James Rumbold, Sheffield Hallam University | Iain Garner, Sheffield Hallam University

Mental-simulation can be defined as the cognitive visualisation of a task with a distinct absence of any overt physical movement (Arora et al., 2011). Mental-simulation has been used to enhance the learning of many different skills in many disciplines, including nursing, medicine, music and sport.  I am currently researching the experiences of pre-registration nurses after using a mental simulation for learning CPR skills, as CPR skills often decay quickly having implications for delivery of the skills.  The mental-simulation scenario script describes the imagined scenario and for this research an audio-script has been created to aid the participants with their visualising of the scenario.  

The scenario script aids the learner in creating the mentally-simulated images required for the task being learned.  To add authenticity the script was co-constructed using the self-described experiences of pre-registration nurses who had been personally involved in performing CPR in a clinical setting.   

Over a four-week period, twelve pre-registration nurse participants used the newly created mental simulation audio-script so they could visualise themselves undertaking CPR. The participants were then interviewed about their experiences of using the mental simulation for learning

Presented By: Claire Jones, Blackpool Teaching Hospital nhs Foundation Trust | Carol Park, Blackpool Teaching Hospital nhs Foundation Trust | Mark Hatch, Blackpool Teaching Hospital nhs Foundation Trust

The aim of in situ simulation on Delivery Suite was to use the resources and equipment  from the clinical area, and involve members of the multiprofessional healthcare team.

 

The training was delivered  in an attempt  to  improve situational awareness and develop  a shared understanding of complex clinical  situations as well as increasing  awareness of  other human factors and their impact.

 

 The training allowed  individuals to learn in a safe , collaborative multidisciplinary environment enabling familiarisation with equipment, storage and systems currently used  to improve patient safety.

Acknowledgements to the Simulation Team, the theatre Sister, Practice Development Midwives for the development and involvement in the training and the Theatre Practitioners for their enthusiasm and positivity.

Co-Authors: Carenzo L, Franc J, Montagnini C, Petrini F, Della Corte F, Ingrassia PL

 

BACKGROUND:
The transition of new residents from medical school to the post-graduate clinical environment remains challenging. We hypothesized that an introductory simulation course could improve new residents' performance in anesthesiology.

 

METHODS:
The Anesthesiology Residents Induction Month (ARIM) program was designed as a non-clinical simulation training program aiming at providing the theoretical and practical skills to safely approach, as junior anesthesiologists, the operating rooms. For each participant, specific knowledge, procedural skills and non-technical performance were assessed with a pre and post-test approach, before and immediately after the participation in the study.

 

RESULTS:
Fifteen first-month residents participated in the study. As compared to pre-test, residents significantly improved in all three evaluated areas. Pre-test knowledge assessment mean improved from 56% to 73% in the post-test (P<0.001). In the procedural skills assessment, pre-test mean improved from 43% to 77% (P<0.001) and non-technical skills assessment improved from 3.17 to 4.61 (in a scale out of seven points) in the post-test (P<0.001).

 

CONCLUSIONS:
Data suggest that an intensive simulation-based program can be an effective way for first-year residents to rapidly acquire and develop basic skills specific to anesthesiology. There might be benefits to begin residency with a training program aiming at developing and standardizing technical and non-technical skills.

Presented By: Richard Helyer, University of Bristol | Dawn Davies, University of Bristol

The University of Bristol Life Sciences schools have an established programme of outreach activities aimed at inspiring young people to join our undergraduate programmes and become the future generations of biomedical and health sciences professionals. Many of these activities are based on laboratory experiments that are possible to safely carry out on human subjects, for example ECG. In recent years we have extended and enhanced these activities by including manikin-based simulation sessions, where we can explore the boundaries of human physiology in ways that are not possible with our young visitors. We have developed a number of scenarios that demonstrate the physiology not only of health and disease, for example showing the effects of abuse of drugs or helping participants gain an understanding of the complex response of the body to stress but also of extremes, such as a simulated ascent to extreme altitude. The sessions are a blend of hands-on learning with more traditional instruction, for example, looking at the normal activity of the heart and response to exercise using ECG and then extending this understanding of the electrical activity of the heart using the mannikins to demonstrate disease states, such as cardiac arrest. We have provided these activities both in the university laboratories and at external locations such as schools and science fairs. These sessions are engaging, encourage interaction and have proven to be a highlight of our outreach activities. 

Manikin-based simulation was adopted some years ago as one teaching methodology in undergraduate health sciences and biosciences courses at the University of Bristol. The emphasis was not on developing skills or treatment, but on students gaining a deep understanding of key principles of physiology, typically resulting from on a challenge to the healthy body. More recently we have taken a different approach where experiences, although still primarily designed to demonstrate a depth of physiology, are based on pathophysiology and clinical cases. These tend to blend various learning methods during the session of which the simulation is a core aspect and include some ‘hands-on’ activities. Further, we are now able to efficiently deliver these experiences to very large groups (typically circa 140 students but there is no practical limit), either as stand-alone workshops or alongside existing practical classes. This presentation will discuss how we design our simulated experiences for physiology, how we face the challenges of large numbers of learners, and how simulation has become a core part of our curricula.

Presented By: Ann Sunderland, Wynnefield Consulting

A multitude of published evidence supports the use of simulation within clinical education. There is however still some reticence to fully utilise this pedagogy (McGaghie et al 2014), with anecdotal evidence suggesting that educators often pay lip service to simulation, delivering the occasional scenario within a module or course without embedding the pedagogy of simulation-based education within in. Often the focus is on the equipment rather than thinking about the most appropriate use simulation within the course/module and what the learning outcomes are. This misconception that simulation is a technology rather than a pedagogy is still alive and well and can ultimately lead to failure in maximising the learning opportunities available. Having an appropriate structure and taking the time to carefully plan the use of simulation within a course/module can be rewarding for both learners and faculty alike.

This presentation offers a potential structure and rationale focusing on how and when to utilise clinical simulation and the processes and requirements needed to ensure its ongoing success (Barrott et al 2013 and Sunderland 2019).

Presented By: Eszter Borján, Semmelweis University

Lucina childbirth simulator is suitable for monitoring the maternal and fetal parameters and simulating normal pregnancy, normal labour and delivery, birth with breech presentation, postpartum haemorrhage, mother's cardiac arrest, eclampsia, and shoulder dystocia. The device is incomparable in teaching fetal monitoring during the delivery because just like in the up-to-date delivery practice, the cardiotocography (CTG) is displayed on a screen, thus, the current state of the mother and fetus can be monitored.

The goal of this workshop is to present the wide range of possibilities in different education programs with Lucina and provide a hands-on experience in normal delivery and obstetrics emergencies.

This interactive workshop will focus on a different approach to  think  about implementing simulation based education in clinical settings in primary , secondary or tertiary care . Drawing on the work of Lave and Wenger ( 1991) , the workshop will explore how individuals or groups who have a shared interest learn together by sharing their  experiences.  Becoming a  group or community they develop personally and professionally . The term  ‘community of practice’ encompasses all those who are involve in any given  community such as those working in practice who are keen to implement this  pedagogy . Case studies will be used to illustrate this view of social learning and provide suggestions on how this may be used in your organization.

Lave, J. & Wenger, E (1991) Situated Learning; Legitimate peripheral participation .   Cambridge University Press, Cambridge 

Presented By: Kate O'Connor, Dudley Group of Hospitals NHS Foundation Trust | Jacqueline Howells, Dudley Group of Hospitals NHS Foundation Trust

On average, the life expectancy of those with a learning disability is drastically reduced, in men it is by 18 years and by 14 years for women; when compared to the general population (MENCAP, n.d.). 

 

Summary of Education Programme

An education programme was devised at our Trust to help break down some of the barriers faced by learning disability patients. The education programme is offered to a multidisciplinary group of second year nursing students and fourth year medical students. The course consists of theoretical teaching and simulation scenarios delivered by a range of experts. The simulation design used real-life actors with a learning disability that played the role of the patients; these actors were recruited from a local advocacy group. The two scenarios focused on completing a pre-operative checklist for a gastroscopy and the assessment and management of a post-op patient in pain. The debrief was led by both our Learning Disability Liaison Nurse and the Simulation Lead, with input from the actors. 

 

Summary of results 

Overall the participants found the simulation sessions useful and stated that their confidence had improved in regards to dealing with patients with learning disabilities. Another common theme highlighted through the feedback, was that the participants found it particularly useful having the input of the actors during the debriefings. 

 

Discussion

This innovative approach demonstrated beneficial learning. 

 

Conclusion

Overall feedback from both professions was very positive about the structure of the programme and the use of actors for the simulation.

Presented By: Ann Sunderland, ASPiH

Aim

To support individuals and organisations wishing to quality assure their simulation delivery through ASPiH accreditation.

 

Objectives

  1. To gain an overview of the benefits of accreditation
  2. To understand the accreditation process
  3. To determine suitable supporting evidence
  4. To be aware of support mechanisms in place

 

Background

The ASPiH Standards for Simulation Based Education in Healthcare were published in 20161. Two years later, in January 2018, the accreditation process was launched, recognising individuals, programmes and organisations who successfully demonstrated meeting these standards. Gaining accreditation provides a quality assurance mechanism that helps improve the quality, safety and effectiveness of patient care by advancing excellence in simulation-based education.

 

Workshop

This workshop will provide an overview of the accreditation process from the perspective of the reviewer and applicant. Examples will be shared of the benefits to accreditation and an opportunity will be provided to discuss any issues

Presented By: David Morgan, University of Bristol

At the University of Bristol’s BioMedSim Centre, we use simulation in a large group learning environment, embedded as a core part of undergraduate curricula for medicine and biomedical sciences. Although our sessions are manikin-based, the focus is observation of real-time changes in physiology (using Müse, CAE Healthcare) during simulated clinical experiences (e.g. diabetic ketoacidosis) or as a result of physiological challenge (e.g. hypoxia from altitude).  

 

Manikin-based simulation is not usually associated with large-group teaching. We have consolidated small-group sessions due to greater student numbers, which encouraged us to explore ways to introduce this technology to enhance theoretical teaching to be more 'hands-on'. 

 

A simulation session consists of:

an academic/facilitator
technician
small number of self-selected students interacting with the manikin,
observers on several screens in the teaching room.

 

The technician will switch content delivered to the screens during the session, blending real-time clinical monitoring displays with other learning resources such as ABGs or scans, PowerPoint slides showing additional data/key learning points, or live streaming group interaction with manikin. Therefore, each session is rich in a range of learning materials that together deliver the overall learning experience.

 

Students respond positively towards this style of teaching as it is more interactive than didactic and allows complex subjects to be explained in ways that may be more effective for kinaesthetic and visual learners. It has considerably reduced overall teaching and preparation time for academic and technical staff. Students have reported this method to be a highlight of early-years undergraduate curriculum.

Presented By: Scott Howard, University of Chester | Sean Baker, University of Chester

In situ facilitation of simulated learning.  Scott Howard / Sean Baker, University of Chester

 

Clinical Simulation is a vital aspect of our pre-registration nurse education programme allowing students to consolidate and develop theory knowledge and practice skills in a controlled environment. The In-situ facilitation approach aids student development by enabling facilitators to be embedded into the simulation taking on various roles to enhance the experience of the students maximising learning opportunities. This style of facilitation is something we have been doing at Chester for the last 4 years and it evolves every year as we adapt in reaction to the student’s feedback as well as facilitator reflection.

The simulation occurs at the end of the second year for a one week, consisting of scenarios representing aspects of community and acute nursing care. The acute care aspect concentrates on the nursing care of 4 patients through an evolving scenario involving eight nursing shifts over two days.

This Simulated Clinical Experience (S.C.E) has been designed to enhance and develop students’ knowledge and skills which they have learnt throughout years one and two. This allows students to practice skills they may have had limited access to during or feel less confident to undertake whilst on clinical placement, as students receive different learning experiences in practice. This session has been developed to allow not only facilitated learning by faculty staff but also peer led learning as students can share their knowledge and experiences.

During the S.C.E the clinical picture of each patient develops according the interventions undertaken by students in relation to each individual case.  This adds to the realism of the scenario creating valuable leaning outcomes for the students. The patient profiles and conditions are also designed to enable the students to experience a wide variety of skills, including, communication, documentation, decision making and collaborative working along with clinical skills.

 

In-situ facilitation enables the facilitators to interact with the students, observing their practice and knowledge providing support where necessary compared with being hidden away behind a screen. This improves safety of the environment and allows for greater formative assessment of the student’s knowledge and skills through which students can be guided to where they have a lack of knowledge and/or skills in preparation for their third year.

As the application of simulation in healthcare evolves, more simulation professionals strive to collaborate and develop new scenarios that meet interprofessional learning requirements and deliver the highest quality learning experience possible. This often requires collaboration between different authors using different technologies and so a solution is needed to enable them to work together.

This workshop will explore the challenges collaboration can present in scenario development. It will present the web-based iRIS Simulation Authoring Platform as not only a solution to overcome these challenges, but as a platform to make scenario development and delivery far more efficient.

iRIS will support you in:

• ensuring your scenarios are developed in a standardised, high quality manner
• creating significant efficiencies in the time required for designing scenarios and collating simulation resources
• providing a central repository from which to store and manage your scenarios
• reducing the time and effort required to train colleagues in the authoring of scenarios
• building engagement with a wider range of SMEs to harness their expertise in developing new scenarios
• driving interprofessional collaboration and sharing of content with other simulation professionals
• reducing the time needed to set up simulations by exporting the same scenario to both CAE Maestro and Laerdal manikin software.

Presented By: Laura Harrison, University Hospital Bristol NHS Foundation Trust | Hayley Lear, University Hospital Bristol NHS Foundation Trust

Background: Evidence suggests from a young age people are making decisions about their careers (1). Outreach programmes give young people real hands on experience supporting raising aspirations and development (2). 

 

Aim: To raise awareness of the variety of NHS careers available to 220 year sevens at a Bristol Secondary school. 

 

Method:  We created a simulated patient journey from road traffic accident to discharge, followed by a Q&A session. 
 

Results and Discussion: 197 (90%) students completed post event questionnaires. 27.4% (n=54) strongly agreed and 41.1% (n=81) agreed they would recommend the day to others. 23.9% (n=47) of the students stated the day had encouraged them to pursue an NHS career. The students are aged 11-12 years and the national curriculum supports the students over the next five years to make decisions about their careers. Therefore 76.1% remaining unsure would not be unreasonable.  71.6% (n=141) of the students strongly agreed or agreed they had a better understanding of NHS careers. We believe this to be because the students took part in activities which replicated professional's tasks, talked to professionals about their NHS roles, challenges and qualifications.

 

Conclusion: A multi-professional patient journey simulation day can impact upon young people to have an improved awareness of NHS careers. 

Over the last 18 months the University of Chester has agreed and begun to implement a new strategy for simulation, investing in the physical environment, resources and support of simulation design, facilitation and debrief.  As a result of the simulation strategy the University of Chester has developed an Arts and Health collaboration between the Faculty of Health and Social Care and the Philip Barker Centre for Creative Learning, bringing together drama and healthcare education to create a fully immersive learning environment.  Combining immersive simulation environments with Immersive Theatre theories, principles and practice the University has created a learning experience in which the student actively engages with an environment that represents real life and clinically accurate work situations over the course of one day in an acute setting. To undertake this collaboration a dramatist worked with a group of mixed aged volunteers in a series of workshops that acted as an intensive ‘introduction to acting’ to enable them to inhabit a specifically designed role based on real life characters developed by a interprofessional team.  The level of immersion the students demonstrated through interaction with the volunteer actors enabled the student to demonstrate their clinical ability in providing person centred care. This was only possible as a result of the students interacting with the volunteer actors who were able to consistently sustain and adapt their role in response to the clinical setting and student interaction. This in combination with a clinical environment that truly represents the practice setting resulted in the students feeling as though they were on placement, rather than a setting that the learner perceived as being fake and therefore were able to work with the multi professional team to respond to clinical situations and make clinical decisions as they arose. Facilitating this was the inclusion of Adult Nursing, Mental Health Nursing, Learning Disabilities Nursing, Physician Associate Students, Specialist Medical Registrar.  Placing these professionals in an evolving immersive simulation was possible through the volunteer actors providing the catalyst for student interaction with what they perceived to be real people.

Presented By: Clare Hawker, Cardiff University | Andrew Parry, Cardiff University

There are approximately 920,000 people living with heart failure in the UK (British Heart Foundation 2019), with heart disease being the second leading cause of death in the UK (Office for National Statistics 2016).

 

The Vimedix simulator has the potential to transform nursing students’ learning and increase knowledge of cardiac physiology, which can be built upon to develop an understanding of cardiac pathophysiology. The Vimedix simulator enables a more creative and innovative student-centred approach to teaching as opposed to traditional lectures. The Vimedix simulator enables students to visualise normal and altered cardiac anatomy and physiology in real time, thus allowing them to understand what is happening in the heart and help students to links cardiac pathophysiology with the symptoms of heart failure (Van Horn 2014). These symptoms can have a profound effect on activities of daily living, therefore enhancing undergraduate education in this area can facilitate the nursing care and management of patients with cardiac conditions; which could improve patient outcomes and prevent acute hospital admissions (Geniuno 2018).

 

This session aims to generate discussion and provide a practical demonstration of how the Vimedix simulator might be incorporated into the teaching of heart failure for nursing and other healthcare professional students.

Presented By: Toby Chanin, Liverpool University Hospitals NHS FT | A Hunter, Liverpool University Hospitals NHS FT | T Parr, Liverpool University Hospitals NHS FT

Background:

Dental core trainees complete one-year post-graduate training before entering the hospital environment. These trainees are likely to have never worked in a hospital before and may not be used to managing medical emergencies. High-fidelity simulation is one of the best ways to equip practitioners with the knowledge and confidence to manage emergencies.[1]

 

Methodology:

8 dental core trainees ran through a total of 7 acute patient scenarios. The scenarios were designed to represent what the candidates would be reasonably expected to deal with on the ward. Key to the learning outcomes was encouraging robust initial management but also enabling candidates to feel empowered to ’call for help’.  They were surveyed and asked to rate the usefulness of the course, what aspects they most enjoyed and how it would change their practice in the future.

 

Results:

Candidate feedback was uniformly positive for this course with all 8 candidates rating this a 10/10 for usefulness. Furthermore, the qualitative responses from the question ‘How will this change your practice in the future’ show an extremely positive impact on the clinical preparedness of these candidates.

 

Conclusions:

A fully immersive simulation course is an effective way to enhance the preparedness of dental core trainees before entering the hospital environment for the first time.

An academic poster to demonstrate our work using a simulation ward at Coventry University with Physiotherapy students (in this example - ward used by all healthcare students too) 

Simulation spaces are becoming increasingly popular and at a great cost to universities and healthcare providers, it is therefore crucial to know how effective students feel they are in preparing them for a clincial experience with service users. The students participated in a two hour session on the simulation ward, completing a number of small group clinical tasks requiring them to work together, develop leadership skills, communciation skills, problem solving skills and compassion. This was guided by a session facilitator and required students and staff to role play service user scenarios. The session was focused around neurolgical service user and specifically with a disagnosis of Stroke. 

Student then completed an online questionaire exporing their thoughts and scoring on a likert scale their position of a number of statements about the effectivness of the ard in preparing them for placement on a real working ward. It is important to be able to establish student perceptiona and stance on this topic to bette rudnerstand how to use these learning spaces. Sharing this knowledge will better inform other areas of healthcare and education as well as developing alternate simulation uses in these settings in the future. 

Presented By: Burcu Dogan, University of Hertfordshire | Natalie Pattison, University of Hertfordshire | Guillaume Alinier, University of Hertfordshire | Jay Gunputh Ragoo, University of Hertfordshire

Full-scale simulation is viewed as an essential part of the nursing curriculum. However, many institutions cannot accommodate or afford a full-scale simulation(FSS) laboratory. A cheaper but effective interactive teaching strategy is therefore needed, at least for some common learning objectives. It is argued that mental simulation can be effective for skills rehearsal and that visual representation can stimulate cognitive ability. A teaching strategy, which we call Visually Enhanced Mental Simulation (VEMS), as it uses mental simulation and visual elements, will be tested for teaching decision-making skills. This study aims to explore how VEMS affects students' decision-making skills and how this effect differs from full-scale simulation and how student’s perception about these two modalities differs. 

 

Method: The study was designed as a quasi-experimental crossover design. 36 third-year adult nursing students participated in this pilot study. The students are divided into two different groups and each group exposed FSS or VEMS session. Nurse Decision-making Instrument(NDMI) as pre/post-test and Simulation Effectiveness Tool(SET) to evaluate and compare students perspective was used before and after crossover.

 

Result: Data analysis revealed that there is no significant difference in the pre-test NDMI score for two groups. After interventions, there is a similar increase in Decision making score changes for both groups despite the non-significance increase (p>0.05). Also, no significant difference is observed between students' rating for FSS and VEMS sessions based on SET score (p>0.05) for two different sessions. This may suggest that VEMS could be a useful method to train nursing students’ decision-making skills.

Presented By: Aby Mitchell , University of West London | Reuben Pearce , University of West London | Luke Cox , University of West London

Generation Z is a qualitative, interpretive study to explore students experiences of an immersive theatre simulation event. The event is an experiential, active learning experience which challenges problem-solving and critical thinking skills in an unfamiliar, intense environment underpinned by constructivism, transformative of learning (Mezirow, 1981) and Kolb’s (2014) experiential learning cycle. Students were exposed to a hypothetical story narrative placing them in an immersive, real-life, simulated crisis situation. 

 

The immersive event was run with 54 BSc adult nursing students in their final year at a south-east England university. Purposive sampling was used. The findings revealed that the use of immersive theatre in student nurse education improved the students skills around professionalism and communication. Leadership and teamwork was highlighted by the students as a positive outcome from the event. Parity of esteem between mental and physical health was recognised as critical to holistic nursing care. Results indicated that by participating in the immersive theatre event students felt increased confidence and personal effectiveness. 

 

Limitations around with this study include social desirability and the Hawthorne effect. Further longitudinal research is required in all fields of nursing to evaluate the continued effectiveness of immersive theatre as a teaching pedagogy in nurse education. 

Presented By: Sabrina Vitello, Epsom Hospital | Ghayathri Balendran, Epsom Hospital | Anna Kilonback, Epsom Hospital | Stephanie Kirk, Epsom Hospital

Introduction:
Although there are rising numbers of children with life-limiting diseases in the UK, there is a paucity of postgraduate paediatric palliative care training for both doctors and nurses. Current resources tend to focus on symptom management rather than the challenges of undertaking difficult conversations with patients and families. Interprofessional simulation-based education has been shown to improve both technical and human factor skills. We aimed to design our region's first interprofessional simulation-based course to improve confidence with paediatric palliative care.

 

Method:
Four scenarios were designed using a high-fidelity manikin and professional actress, focussing on key palliative care themes: advanced care planning, recognition of the dying patient, autonomy and care after death. The diamond debrief model was used to explore technical and human factor skills with a focus on real-life application. 

 

Results:
Nine participants including paediatric consultants, paediatric registrars, senior paediatric nurses and oncology nurse specialists. Feedback showed improved confidence with conversations surrounding end-of-life care issues and recognition, assessment, management and escalation of patients at the end-of-life. This was supported by qualitative data from free text responses.

 

Conclusion:

We recommend interprofessional simulation training as an effective way of improving knowledge, confidence and human factor skills essential for delivering paediatric end-of-life care.

Presented By: Lewis Newton, Sheffield Hallam University | Patricia Hughes | Ann Sunderland

t is widely recognised that access to patient simulation in nurse training provides vital learning opportunities to develop the necessary skills, knowledge and attributes to support clinical competence and confidence (Jeffries, 2015). Traditionally, simulation seems to have focused on developing nursing skills around the care of an individual patient or specific condition.

 

The purpose of this simulation exercise was to support the development of non-technical skills when managing multiple patients, including delegation, negotiation, teamwork, decision-making and prioritising. In addition, the exercise exposed students to the pressures of applying these skills and balancing competing demands in the context of a busy acute mental health ward setting. Such ‘multiple patient’ simulations are thought to improve students’ learning and readiness for practice (Blodgett, Blodgett, and Bleza, 2016 and Gamble, 2017).

 

The students were given the opportunity to practise ward management skills in a safe, supportive environment in preparation for their final placement. Students were exposed to a multiple patient simulation, supporting each other in teams of 4-5 and engaging with several simulated patients simultaneously over a 20 minute period. The patients presented with a range of issues from suicidal ideation to requests for medication and the exercise was viewed by facilitators and fellow students via live streaming, which served as the basis for debrief. On evaluation, students reported improvements in confidence and increased preparedness for practice, as well as a desire to learn more through similar simulation-based activities.

 

 

References
Blodgett, T., Blodgett, N., and Bleza, S. (2016). Simultaneous Multiple Patient Simulation in Undergraduate Nursing Education: A Focused Literature Review. Clinical Simulation in Nursing, 12 (8), 346-355.
Gamble, A.S. (2017). Simulation in undergraduate paediatric nursing curriculum: Evaluation of a complex ‘ward for a day’ education program. Nurse Education in Practice, 23, 40-47.
Jeffries. P. (2015). The Good News - Simulations Work, So Now What? Journal of Nursing Education, 54 (11), 603-604.

Presented By: Hazel O'Mahony, Barts Health NHS Trust | Kamatamu Amanda Mbonye, Barts Health NHS Trust

Third year of medical school is a period whereby student doctors must transition from learning about the science of medicine to understanding how it is practiced. At St Bartholomew’s School of Medicine and Dentistry, Problem based learning (PBL) sessions are used to prompt a more clinical approach to learning using realistic patient histories. However, students rarely have an opportunity to understand how the information gained from textbooks translates to the knowledge, decision making abilities and actions required of them in a real life, real time scenarios. 

 

We developed a programme which maps the PBL curriculum for the 3rd year cardio-respiratory placement at St Bartholomew’s Hospital as a basis for weekly simulation scenarios. Simulations are run with presentations similar to the PBL case for the week, one day prior to their PBL feedback sessions. 

 

Tutors report participating students to be more engaged during PBL, and feedback from the students has been extremely positive. Students state they find themselves thinking about the scenario during PBL, finding it anchor’s their developing knowledge on the subject. Using these learned structured clinical approaches from the simulation session enables them to think more clinically when feeding back, and when setting learning objectives for the next scenario.

Presented By: Emily Browne, Staffordshire University

To share findings from planning and executing a large scale interprofessional immersive simulation training exercise.  

• Discuss the importance of collaboration when designing a large scale simulation activity and how we intend to move forward to include other practice partners in the delivery of simulation activity. 
• How large scale simulation can be mutually beneficial to the university, students and the external collaborators. 
• An overview of the analysis of the student feedback and where this research may be further developed. 

 

Two large scale simulation exercises have now taken place both were fully immersive real time exercises including student nurses and paramedics working within the roles they are training for. Supported by qualified clinicians working in their own specialities. 

A combination of simulated and high fidelity manikins were used with these patents being seen and treated in the community and brought into either the emergency department or acute ward area. The evens included pre-briefing and debriefing.

This activity brought together nursing and paramedic and ODP students, clinical staff from a local hospital trust and the local army medical unit as well as the school of health and social care to safely plan and deliver care through a real time immersive simulation activity. 

Both exercises found two key areas of impact, enhancement of student experience, importance of collaboration with practice partners. Improving patient safety though immersive simulation training. This resuch has gone on to inform the schools simulation strategy and led to implementation of simulation based education across all our health and social care courses. 

Presented By: Agnieszka Żeromska-Michniewicz, University of Zielona Gora

The Polish government has prepared  in 2015 a project financed partly from European Union funds and partly from own resources, contributing to the preparation and introduction of medical simulation to the training system of medical staff. Due to the wide range of the project, its implementation was divided into several stages. Priority was given to medical universities and medical colleges established before 2012 and included 12 teaching units.

 

The project began with an audit by the Ministry of Health at the universities applying in the competition of the Ministry of Health, the purpose of which was to determine the actual state and real equipment and housing demand. The second stage in 2016 of the governmental projects covered Nursing, 43 Nursing faculties in Poland, the competition successfully passed 35 Nursing faculties. As a result, Monoprofile Medical Simulation Centers were created at Polish universities. During implementation, were introduced new guidelines for subjects that should be execute 100% of the hours in the simulation center: basics of nursing, physical examinations, anesthesiology and basics of emergency medical services.
The next step was to enable the creation a simulation base for medical faculties established after 2012. The competition was announced and carried out in 2018. In April 2019, contracts were signed with 6 universities and the Ministry of Health. The time of construction infrastructure and equipment implementation has begun. Further ministerial competitions are planned for the fields of emergency medicine (2020) and for postgraduate education.

Presented By: Bindal Desai, Epsom and St Helier University Hospitals NHS Trust

Background:

After encountering a clinical situation where a child admitted to a children’s ward developed a blocked tracheostomy. The nurses, who are all trained on how to manage this scenario felt unable to challenge the anaesthetic doctor who was unsuccessful at orally intubating the child. Due to the perceived hierarchy, the nurses did not vocalise their ability to manage this child and the anaesthetist possibly lost situational awareness, focusing on what he thought was required of him.

 

Aim:

Increase awareness and confidence of healthcare professionals  in the management of paediatric patients with tracheostomies as part of a multi-professional transient team.

 

Methods:

We have developed a blocked tracheostomy scenario and incorporated it into a multiprofessional paediatric  simulation course. The paediatric practice development nurse already runs workshops and education sessions with the nursing staff therefore the nurses attend the course with a basic knowledge on tracheostomy care.

We observed how the participants managed the simulated child and how the team communicated with each other. Nurses often work with rotating paediatric and anaesthetic doctors who may be less familiar with tracheostomies. The debrief addressed the clinical problems associated with tracheostomies and how to approach them. We also looked at human factors that could lead to better patient care.

A pre and post course questionnaire was used to evaluate the course.

 

Results:

The tracheostomy scenario has been incorporated into the paediatric simulation course since January 2019 and we have run 4 sessions thus far. Comments from the post course questionnaires are  very positive and all participants unanimously reported an increase in their knowledge and confidence, an improvement in their capability in recognising a deteriorating patient as well as feeling more confident in managing an acutely unwell patient. There were also comments on the human factors that could be integrated into their clinical practice, these include closed-loop communication, graded assertiveness and sharing the mental model.

 

Conclusions:

Tracheostomy patients are infrequently encountered, but maintaining skills and knowledge for the management of a blocked tracheostomy is important. Using a simulated mannequin, we empowered nurses and showcased the appropriate management by reinforcing the technical and non-technical skills.

Speakers


Tuesday December 3rd

Professor Bob Stone

Professor Bryn Baxendale

Wednesday December 4th

Professor Terry Young

Dr Alan Platt

Professor Robert J. Stone<br> BSc (Hons), MSc, C.Psychol, AFBPsS, CErgHF, FIEHF Academician (IHEAS, Moscow)

Professor Robert J. Stone
BSc (Hons), MSc, C.Psychol, AFBPsS, CErgHF, FIEHF Academician (IHEAS, Moscow)

Bob Stone, a Chartered Psychologist, Human Factors specialist and a 32-year veteran of the international Virtual, Augmented and Mixed Reality community, is Director of the of the Human Interface Technologies (HIT) Team at the University of Birmingham. Bob established the world’s first industrial VR team at the UK’s National Advanced Robotics Centre, following an appearance on the BBC’s 9 O’Clock News in January, 1993, and for...

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Professor Terry Young<br>Bsc (Hons), PhD

Professor Terry Young
Bsc (Hons), PhD

Terry Young graduated from the University of Birmingham, UK, in Physics and Electrical Engineering before pursuing a PhD. He worked for GEC and then Marconi from 1985-2001, first in designing photonic components for optical communications, then in systems design and business development, before moving into medical systems. He was Professor of Healthcare Systems at Brunel University London from 1985-2001 and continues to hold an emeritus chair.  His healthcare research focused on the value of...

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Dr Alan Platt<br>Prof Doc (Ed), MSc, PG Dip Ed, BSc (Hons), RGN, LPE, FHEA

Dr Alan Platt
Prof Doc (Ed), MSc, PG Dip Ed, BSc (Hons), RGN, LPE, FHEA

Alan is an Associate Professor of Simulation Based Education (SBE) at Northumbria University, a leadership role that encompasses both the development of SBE across the undergraduate/post graduate programmes and collaborative SBE partnerships at a regional national and international level. Alan has over 15 years SBE experience and, following a career in critical care as a charge nurse and lecturer practitioner, he joined Northumbria University as a senior lecturer in 2006. During this time, he developed his...

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Professor Bryn Baxendale MB ChB FRCA

Professor Bryn Baxendale MB ChB FRCA

Bryn was appointed as a consultant anaesthetist at NUH in 1998 and currently has clinical responsibilities related primarily to vascular and emergency surgical services at QMC. In 2009 he was appointed as an honorary professor by the School of Psychology at the University of Nottingham. He was been President of the Association of Simulated Practice in Healthcare from 2009 until 2015, which is the national learned body in relation to the use of simulation and related innovative learning technologies...

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Agenda


Day One - Focus on Simulation Technologies 

Features presentations and interactive workshops focused on the technologies surrounding simulation in healthcare education. 

Day Two - Focus on Education Strategies 

Brings together leading healthcare educators from around the globe for interactive workshops and presentations. 

*Agenda Subject to Change

December 03, 2019

Registration - Tea & Coffee

Opening Session

Keynote Presentation - 'Virtual, Augmented and Mixed Reality for Medical Applications ... PLEASE Remember the Human!'

Professor Robert J. Stone

Groups Organised for 3 Interactive Rotation Sessions

Interactive Stations - Rotation 1

Tea & Coffee in Product Showcase

Interactive Stations - Rotation 2

Interactive Stations - Rotation 3

Lunch

Technology Workshop 1

Technology Workshop 2

Tea & Coffee in Product Showcase

Keynote Presentation - 'Frameworks for in Situ Simulation'

Professor Bryn Baxendale

Drinks Reception

December 04, 2019

Registration - Tea & Coffee

Opening Session

Keynote Presentation - 'Digital twins, prototypes and simulators: what’s the future for service training and delivery?'

Professor Terry Young

Tea & Coffee in Product Showcase

Concurrent Session I

Concurrent Session II

Lunch

Electronic poster walk begins 1315

Keynote Presentation - 'Theory to practice: the simulation connection'

Dr Alan Platt

Plenary Session

Association for Simulated Practice in Healthcare

Closing Session

Venue &
Accommodations


DoubleTree by Hilton Hotel Nottingham - Gateway offers a peaceful retreat in a natural wildlife haven and is three miles from the city center

 

Nuthall Road, Nottingham
NG8 6AZ, United Kingdom 

TEL: +44-115-9794949

HPSN UK 2019


We'd hope that you can use the links on this page but should you run into difficulty with the registration process you can download a manual form here:

HPSN UK 2019 Registration Form

Join us in December to network with educators, technologists, technicians, facilitators, nurses, doctors, midwives, allied health, patient safety leads et al, and celebrate the technology and education behind simulation as a pedagogy to improve and enhance patient care. The two-day conference is free to attend and welcomes all-comers to healthcare simulation. 

December 3rd - Focus on Simulation Technologies The first... Read More

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Details


Travel Details

DoubleTree by Hilton Hotel Nottingham - Gateway offers a peaceful retreat in a natural wildlife haven and is three miles from the city center

 

Nuthall Road, Nottingham
NG8 6AZ, United Kingdom 

TEL: +44-115-9794949

For more details on how to reach the DoubleTree by Hilton Hotel Nottingham-Gateway- please click here 
Please note there are 250 free parking spots available to delegates on the site. 

Travellers from afar:


By Air:

If you are traveling by air-there are a few airports that service the Nottingham area.

East Midlands is 15 miles from the hotel and estimated 20 minutes away.

Birmingham Airport is 50 miles from the hotel and estimated 50 minutes away.

Doncaster Sheffield Airport is 49 miles from the hotel and estimated 60 minutes away. 

 

By Train:

If you are traveling by train- please note that the Nottingham Train Station is a taxi ride away. The estimate price for a taxi is about £8-£12. For information and schedules - click here. 

If you are traveling by the Nottingham Tram- please note that the cloesest stops to the hotel are Cinderhill and Phoenix Park.   Please note that you must purchase your tickets before boarding on their website. 

Hotel Details

The official venue and conference hotel for HPSN UK 2018 is DoubleTree by Hilton Hotel Nottingham-Gateway.

We are offering HPSN attendees a speical rate of between £119-£129/night Bed & Breakfast depending on the nights you stay subject to availability.To take advantage of this rate please Click here to reserve your room

DoubleTree by Hilton Hotel Nottingham - Gateway
Nuthall Road, Nottingham
NG8 6AZ, United Kingdom 
TEL: +44-115-9794949
FAX: +44-115-9797167

Website

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Sponsors


Representative of a range of business entities and concerns, from corporate and governmental to private, public and not-for-profit, our sponsors provide the encouragement and assistance that helps HPSN deliver simulation-based learning and networking opportunities to the worldwide healthcare community. This year’s Human Patient Simulation Network Annual Conference (HPSN World 2019) provides several sponsorship opportunities to not only generate increased awareness for your products and services, but it also communicates a strong commitment to the guiding principles behind healthcare simulation.

Sponsorship Benefits

Sponsoring an HPSN World 2019 event will speak volumes to attendees, customers and potential investors about your company’s dedication to supporting simulation-based medical education for improving patient care. HPSN World 2019 offers tiered sponsorship opportunities to suit any budget. Contact us for details on Sponsorship Bundles to maximize the exposure of your brand.

Your logo on HPSN.com for one year
Multiple conference branding opportunities
Prominent listing as "Official Sponsor" of HPSN World 2019

Contact: Debra Roehl        Email: debra.roehl@cae.com        Tel: (941) 536-2850        Fax: (941) 377-5532        Attn: HPSN 2019 Convention SPONSORS

Exhibitors


Representative of a range of business entities and concerns, from corporate and governmental to private, public and not-for-profit, our sponsors provide the encouragement and assistance that helps HPSN deliver simulation-based learning and networking opportunities to the worldwide healthcare community. This year’s Human Patient Simulation Network Annual Conference (HPSN World 2017) provides several sponsorship opportunities to not only generate increased awareness for your products and services, but it also communicates a strong commitment to the guiding principles behind healthcare simulation.

Exhibitor Benefits

Exhibiting at an HPSN World 2017 event will speak volumes to attendees, customers and potential investors about your company’s dedication to supporting simulation-based medical education for improving patient care. HPSN World 2017 offers tiered sponsorship opportunities to suit any budget. Contact us for details on Sponsorship Bundles to maximize the exposure of your brand.

Access to more than 700 potential customers
Dedicated exhibit times
Daily traffic-boosting events

Contact: Sylva Sochor        Email: sylva.sochor@cae.com        Tel: (941) 536-2845        Fax: (941) 377-5532        Attn: HPSN 2017 Convention EXHIBITS