UK Simulation in Nursing Education Conference 2013
Luton, Bedfordshire, United Kingdom
Jun 5, 2013 - Jun 6, 2013
Keynote Announcements! - See Sessions & Courses Tab
" Is simulation really the place for inter-professional education?"
Now in its seventh year, this two-day event brings together nurses and allied health professionals to discuss, and debate simulation in all its forms within healthcare education. This year the focus is on inter-professional education. There will be keynotes, presentations, posters and interactive workshops and master classes focusing and sharing the best that there is when utilizing this approach to teach learners at all levels and in all care areas.
The conference will be co-hosted by CAE Healthcare and is free to attend. Click here to register!
Should you experience difficulty in registering, please download the form below and follow the instructions.
University of Bedfordshire
UK, LU1 3JU
We are pleased to announce two of our three keynote speakers for this year's conference.
Professor Kerry Reid-Searl
Associate Professor, Assistant Dean Simulation, School of Nursing and Midwifery - Central Queensland University, Australia.
Professor Lesley Baillie
Florence Nightingale Foundation Chair of Clinical Nursing Practice - London South Bank University / University College London Hospitals
Thomas J. Doyle
Chief Learning Officer, CAE Healthcare
This FREE two-day conference is co hosted by the University of Bedfordshire and brings together nurses and allied healthcare professionals to celebrate the best and latest work being undertaking in simulation education. This year the conference theme is entitled " Is simulation really the place for inter-professional education?"
We will be posting the official 2013 programme for download soon. To give you an idea of the flavour of the conference please download last year's conference programme here
The UK Simulation in Nursing Education Conference offers a full line of hands-on programs given by leading experts in medical simulation. This international event is the ultimate place to discover hands-on tricks and tips for optimizing simulation in your learning environment.
Should you experience difficulty in registering please download the form below and follow the instructions.
Sessions are updated frequently. Please see below for details.
“Road Traffic Simulation awareness- Is Simulation Really the Place for Inter-Professional Education?”
Advance trauma simulation Training
An Unexpected Journey - Critical Care Simulation
Students identified their anxieties when starting their critical care placements and having utilised simulation it was felt this method of teaching would be beneficial in their transition to critical care.
Recognition that areas differ but the fundamentals of an ABCDE approach are recognised in the NHS and endorsed by NICE (2008). We developed a programme which reflected the differences but also highlighted the essential skills and similarities of them all.
We utilised the knowledge and skills of experienced practitioners in ICU, A&E and theatres to facilitate an interactive and stimulating day. We simulated a patients journey from prehospital to critical care environments, the student was able to utilise assessment of the patient using the ABCDE algorithm. They were expected to participate in interventions with equipment they would encounter in practice
We incorporated adverse events into the scenarios which were designed to show the student that these events do occur and to assist them in development of critical thinking skills. The students were also expected to take SBAR reports to ensure that they were handing over the patient to the next area of care (NHS 2008)
This simulated day evaluated well on the day and the students said they enjoyed it,some of the feedback stated they still felt uneasy. We felt that the positive differences would not be understood until the student had started their critical care placement and retrospective feedback bore out the fact that they were better prepared once they encountered the aspects of their simulated day in the real environment, furthermore we cannot state categorically that the students felt that their new skills decreased their anxiety we can report that they felt better prepared once they experienced the real environment. It has been further reported that clinicians noted a difference in these students having experienced the simulated learning environment.
We note that these outcomes are the basis for further studies and development of simulated practice in the future
Assessing the effectiveness of clinical simulation...
Clinical simulation in pre-registration nursing programmes is prevalent. It is unclear if skills taught by simulation are effectively transferred into clinical practice. This study evaluated the effectiveness of clinical simulation compared with classroom teaching in teaching the assessment of the deteriorating patient.
Behind the simulation curtain: an introduction to simulation
Behind the simulation curtain: an introduction to simulation and human factors training (audio video)
Statement of purpose It has been highlighted nationally that there is a need for an increase in the use of simulation and clinical skills teaching with an emphasis on quality and safety within health care . It is the authors’ experience that a vast amount of healthcare professionals and students are apprehensive about the prospect of simulation training. The aim of our video is to familiarise future candidates, faculty, and members of the public to the concept of hospital simulation and human factors training.
Design The video takes the viewer on a simulation journey through a typical day at our simulation suite, introducing them to: the concept of simulation training, the role of candidates and faculty, medium fidelity manikins, behind the scenes and the control room, a montage of simulation scenarios, and debriefing. The video can be accessed via the simulation suite webpage and you-tube. The video will be evaluated using 3600 peer review, simulation session evaluation and public feedback.
Conclusion The aim of our video is to introduce people to the world of healthcare simulation and promote this technology enhanced learning method as paramount to the facilitation of patient safety.
1. Department of Health (2008) Safer Medical Practice: Machines, Manikins and Polo Mints http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_096227.pdf
Clinical simulation as a tool for learning and assessment.
Clinical simulation is fully integrated into the new educational framework of European Education Area as it involves the use of new teaching methods. The simulation-based on teaching clinic is intended to supplement the knowledge acquired in the subject of Fundamentals of Nursing in the Nursing Degree of San Jorge University We propose the use of clinical simulation as a tool for assessing clinical competence, since it involves more than evaluating knowledge through traditional methods.
1.Using simulation as a tool to acquire, enhance, update and integrate biomedical knowledge with clinical skills.
2.Streamline the process of student learning through active educational methods.
3.Control of critical situations in a safe environment, testing protocols for high risk situations and low frequency (cardiorespiratory arrest...)
Material and Method
The San Jorge University simulation incorporated into the educational world through the creation of a "learning space" that has training rooms and workshops and feedback analysis Students use simulators which are equipped with hardware (size manikin real , computer system, video and audio connections and a sophisticated software).
The simulator runs a logical response following mathematical models, physiological (cardiovascular, respiratory, etc..), preinstalled on the system and developed real-time. During the simulation is performed recording of cases for analysis (debriefing) and evaluation, encouraging self-criticism and positive reinforcement of student attitudes.
This analysis assumes a constant exchange of information, both with the teacher and with other students, as well as a search for solutions to problems raised during practice.
Our brief experience shows that all of the students improved their practical skills and theoretical knowledge programmed, and that in a high percentage also improved their self-confidence, all in a secure environment based on their own experience.
Developing Adult Critical Care Certification Program for Registered Nurses
Do we really remember how to do the clinical stuff?
Does the introduction of simulated practice into...
There is an abundance of evidence in the literature demonstrating the positive impact simulated practice has on medical and undergraduate nursing education. In comparison, there is little to support the notion that these benefits are transferable into postgraduate nursing education. Access to simulation-based training remains inequitable across healthcare professions as well within professional groups. In order to address this and secure ongoing investment, the potential benefits need to be proven. No research findings have been discovered using comparative methods within postgraduate nursing to determine the impact simulated practice has on competence and confidence, hence its focus for this study.
Does the Use of Simulation Adequately Prepare Nursing Students for Practice
Exploring the value of inter-professional learning...
The returners are confronted by the situation in which their understanding is ‘disjunctive’ (Jarvis 2001). What they knew before is different to what the need to know now and the facilitator needed to empower returners.
IPE Learning Outcomes:
1) Demonstrate skills medications administration, IV and subcutaneous, Basic life support, Aseptic technique, catheterisation NG tube.
2) Demonstrate effective communication and generation of a care plan.
Peer groups of two, to bring their different understanding together (Baker, Pulling and McGraw et al 2008). The facilitator demonstrated the skills changes. When they had practiced and performed the skill they evaluated.
HCA's in the spotlight
Here at the Montagu Clinical Simulation Centre, simulation-based education has provided HCA’s from all clinical areas, including general medicine/surgery, obstetrics, mental health and paediatrics, an opportunity to rehearse and explore their vital role in recognising and managing acute physical illness regardless of setting.
A review of the feedback of all participants indicates that this type of training has a significant impact on the confidence and competence of participants back in the real world. As the Francis report (2013) identifies, more education and training is required for HCA’s, and as evidence suggests, simulation-based education would contribute to the quality and safety of care given.
Simulation-based education offers an exciting educational learning opportunity, providing experiences to learn from, which may be transferred into the real world.
References Francis, R (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Enquiry – Executive Summary. The Stationary Office, London.
Improving Stroke Patient Outcomes using Simulation Training
Innovative Interprofessional learning: Adult Nursing and Paramedic Science
This presentation will discuss implementation of an interdisciplinary simulation program and how scenarios are used to promote communication and teamwork focusing on quality patient care.
Emergency care is a multidisciplinary, multispecialty environment where health professionals work but rarely train together. The lack of team training can result in misunderstanding and an under-appreciation of each other's role, particularly when time critical emergencies occur.
Simulation has been successfully integrated into both the Adult Nursing and Paramedic Science curricula. The paramedic educators utilise scenarios in the setting of a simulated domestic home; including the phases of responding to the emergency call; assessing the patient; providing immediate care and then care in the ambulance during transport. The nurse educators utilise METI in a simulated clinical environment to provide a series of challenging scenarios to promote critical thinking and clinical decision making.
The educators from both programmes have combined the simulation to promote seamless care and to provide opportunities for interprofessional communication and mutual understanding, both groups of students are now in their 2nd year.
This paper will discuss the development of the simulation, including developing the initial concept, the writing of the scenarios, the organisational issues, and the lessons learned from this new experience. Following participation in the simulation, staff and students were asked about their experience and were given a questionnaire. The questionnaire incorporating both qualitative and quantitative responses, will be shared with the audience and provide recommendations for future development of interprofessional simulation at the University of the West of England.
Integrating IPE: Obstacles and Solutions
Inter-professional simulations in the undergraduate setting from a student
Introduction and context A collaboration of local Universities in the West Midlands have developed a series of inter-professional simulations for undergraduate students of medicine, nursing, physiotherapy, radiography, operating department practice and pharmacy to encourage better communications and team working. This presentation will focus on the experience of nursing students.
Description 426 students have taken part in a half day session relating to one of three scenarios: chest pain, peri-operative care, chronic kidney disease or chronic obstructive pulmonary disease . Role players are utilised to present clinical problems and the students work in small inter-professional teams to assess and treat. A live video link is used to relay the scenario to the rest of group not actively involved and then feedback is given from facilitators, role players and peers.
There is a substantive void of mental health scenarios.The purpose of this project is to create a BSN curriculum that reflects the mental health needs of patients not only in acute care psychiatric facilities but also in medical-surgical disciplines, maternity units, and community settings. A series of simulations have been created and topics include alcohol withdrawal, elder abuse in the community, post traumatic stress following sexual assault, suicidality and spinal cord injury.
RAMSI: Recognition and Management of the Seriously Ill Course
The management of an acutely unwell patient can be incredibly stressful for all members of the healthcare team. Using high-fidelity simulation, the re-creation of clinical events to simulate crisis situations, gives staff permission to “manage” that event, identify potential errors, investigate the concepts behind effective leadership and teamwork, and provides a safe environment to explore strengths and areas for improvement in our own practice.
The effective use of teamwork in caring for a seriously unwell patient can make a difference to the patient outcome. Appropriate quick action, global assessment and declaration of an emergency are key aspects of good patient management, and these principles will be incorporated into the scenarios and subsequent debriefs. The overall aim of this course is to prepare practitioners for any eventuality involving the seriously ill ward patient, using simulation technology.
Recognising and Assessing Medical Problems in Psychiatric Settings (RAMPPS)
We describe the genesis and development of a multidisciplinary course that looks specifically at the Recognition and Assessment of such 'Medical' Problems in Psychiatric Settings (RAMPPS). The RAMPPS course teaches the importance of effective communication with patients, colleagues and staff from other departments. It provides the opportunity to practice assessment and initial management of deteriorations in physical health in a safe, controlled environment, where the needs of the learner can be paramount.
Learning objectives for each of the constructed scenarios are mapped to the Royal College of Psychiatrists’ Core Training Curriculum and the Nursing and Midwifery Council’s Essential Skills Clusters.
We are now rolling the RAMPPS course out across the Yorkshire and the Humber region, forming and supporting localised faculites across each of the main training centres. Through engagement with local experts the course continues to develop, such that it can be adapted for the specific needs of a given team, whilst retaining its standardised core.
Simulating with School Children: Our experience to date
Simulation in Dentistry
* To understand the various medical emergencies that might arise both in the dental chair and in dental practice.
* To recognise the signs and symptoms of common medical emergencies.
* To act proficiently and to work as a team in the crisis management of medical emergencies whatever your job role.
* To know how to reduce the risk of a medical emergency occurring in known patients.
Participants are introduced to iStan, an advanced training mannequin, where his physiological signs are demonstrated - consciousness, pulse, breathing and capillary refill being the prominent signs examined in general dental practice. iStan is then put into an unconscious state where delegates can compare his vital signs to the previous normal state. Participants are taken through the full respiratory decline leading to cardiovascular arrest.
The freeze-frame teaching allows participants to discuss their actions and iStan’s physiological signs with the tutor and with each other. Participants are shown how to correctly and safely use an automatic external defibrillator (AED) and airway management using an array of devices.
The group is shown a typical dental clinic drug box and the use and purpose of the drugs is explained. The group is then split into smaller groups and immersed into realistic scenarios, all of which could be encountered in the dental chair or anywhere in the dental practice. After each scenario, the participants review their actions with the tutor and the remainder of the group using oLonDEC's digital video recording system.
Simulation in Preceptorship:
Since 2011 simulation has been an integral part of the Preceptorship Programme at Portsmouth Hospitals NHS Trust. The intention is to provide the newly qualified adult/paediatric nurse, midwife and operating department practitioner (preceptee) with the skills and confidence to recognise a deteriorating patient/child and respond appropriately. This is commensurate with expectations set out in the Care Quality Commission's Standard 14 (DOH 2010a) and the Department of Health's Preceptorship Framework (DOH 2010b).
The simulation session is tailored to the preceptees' specialty and is based on serious incidents that have occurred within the Trust to facilitate organisational learning. Each session includes 4 scenarios. Preceptees have initial individual exposure to the scenario and then respond with peers enabling team working, enhancing communication and delegation skills. Debriefing is used as a key learning tool to emphasise positive feedback and reinforce good practice.
The TEAMS simulation centre provided 205 preceptees with simulation training and the evaluation demonstrates positive outcomes for the new registrants increasing confidence and knowledge of the ABCDE approach to the recognition and management of the deteriorating adult/child. The preceptees also demonstrated an increased knowledge of how and who to gain clinical support from when dealing with a deteriorating patient.
An example of the skills developed during the Preceptorship simulation course is emphasised in the comments and feedback in the evaluation forms: importance of good communication (RSVP), teamwork (leadership and delegation), a systematic assessment ABCDE approach to the patient, identifying a deteriorating patient (patient safety), situational awareness, confidence, calling for help early are all clear indicators of the simulation experience.
Simulation training, out of the classroom and into an air ambulance
A literature review was conducted at the development stage which demonstrated that there was no published evidence of combined simulation training programmes for multi-professional fixed wing air ambulance crews. This is despite simulation training for pilots being a legal mandate, and there is significant interest in translating the lessons learned from aviation into medical/nursing training by authors such as Gaba (2011). Gaba (2011) has documented analogies between education in medicine and the aviation industry believing lessons learnt from simulation training in the aviation industry can benefit patient safety by teaching consideration of human factors, such as decision making and teamworking in critical situations. For nursing and medical professionals however the Patient Safety First campaign (NPSA, 2008), stated that simulation training can develop a positive patient safety culture, and that this form of training has been extensively validated as an education tool (Boulet and Murray, 2010). Nevertheless, no evidence of combined multi-professional training in the air ambulance profession existed.
With this commitment to improvement, a collaborative simulation training day was developed, based on the premise that simulation training is part of a pilot’s mandatory competency, and should be extended to nursing/medical crews. The aims were to enhance patient safety by training in the air ambulance environment and to allow crews to develop their clinical experience, key decision making, knowledge and skills through multi-professional scenario based simulation.
The day was developed with a series of realistic patient scenarios, covering a range of core medical and aviation emergencies enacted with the use of a high fidelity simulator out of the classroom to create a realistic working environment. The physical space, engine sound and location of medical equipment all enabled crews to improve their situational awareness. As one participant stated: “It’s easy to undertake defibrillation in a classroom, but on an air ambulance it’s more challenging, especially given the communication also required with the pilots”
The patient simulator was remotely controlled, while a live video and audio feed transmitted events to the crews outside the plane. This allowed them to critique, analyse, and learn from the scenarios; supported by a facilitator who provided a running synopsis, covering both clinical and aviation physiology. After each scenario the multi-professional crews were debriefed together, lending to wide ranging and focused discussions; emphasising key learning points from each scenario and allowing time for reflection. Core themes highlighted in the debrief for development included communication tools, prioritisation inflight and procedures for flight diversion with the deteriorating patient. As a secondary benefit the crews offered input on changes to the layout of equipment and the development of cognitive aids for the multi-professional crews to enhance both aviation and patient safety.
The simulation days have been evaluated and enthusiastically embraced by all participants. Their anonymous feedback presented an overwhelmingly positive response, with 100% stating they would attend again, with feedback such as “Simulation training in an aircraft can provide medical crews with valuable hands-on experience in a safe and controlled environment; both by promoting a positive patient safety culture, and assisting crews to develop teamwork and communication.”
Strategic Clinical Skills and Simulation Advisors
The 2010 Yorkshire and the Humber clinical skills and simulation strategy identified the need to/for:
• ‘improve patient safety with regionally approved quality assurance measures’
• ‘recognition that patient safety is integral to clinical skills training’
• ‘consistency of standards across the region, between organisations and professions’
• ‘to improve staff attendance at clinical skills & simulation training session by all appropriate staff /professional groups with a focus on inter-professional learning’
With this in mind I would like to show the audience the evidence of where and how the Strategic Clinical Skills Advisors (SCSA’s) have made improvements and our plans for the future.
This strategy also connects with the DHs ‘Framework for Technology Enhanced Learning’ and the work of the team maps appropriately to this framework and fulfils all the principles specifically:
• Improved patient outcomes, safety and experience
• Ensure equity of access and quality of provision
• Deliver high quality educational outcomes
• Promote multidisciplinary and inter-professional learning in the development and delivery of curricular or similar learning framework outcomes
It is valuable for the delegates to be aware of the work of the SCSA’s and how we are performing as a whole to effectively meet these national and regional indicators.
The Impact of Simulation on Core Skill Develop in First Year Student Nurses
The use of simulation in pre-registration nurse education
This session will present the findings of a qualitative case study, the aim of this study was to explore the experience of using simulation in the pre-registration programme from both the student and educator's perspective.
The findings presented will explore three main themes:
1. The need for clarity and consensus regarding the concept of simulation.
2. Student safety during simulation.
3. Student's perceptions of the transfer of simulated learning to their practice.
There is a need for an evidence based pedagogy to inform the use of simulation in pre-registration nurse education, this presentation will consider how this may be developed in light of the findings of this study and the current evidence base. This work may in turn inform the development of inter-professional education in health care.
Top priority: Inter-professional learning and return on investment.
As one of the criteria for the original funding included; ‘offering the widest range of skills teaching to the widest range of professions’ - this remains a high priority for these and most other facilities.
The audits illustrate that the traditional method of single profession teaching still reigns despite simulation being seen as an enabling technology for IPE. On the face of it, the barriers have not changed with claims of lack of curriculum alignment and opportunities, problems with scheduling of teaching and a general lack of professions engaging with simulation either as IPE champions or multi-professional faculty. Recommendations within the audit reports and subsequent discussions have resulted in a variety of approaches to overcome the inter-professional education difficulties with simulation and potentially reap the benefits, especially the greater emphasis on teamwork, communication and collaboration amongst all professions to improve patient outcomes and safety. Radical changes are needed; the majority of healthcare professions recognise that to develop clinical skills and simulation-based training in professional isolation is no longer acceptable.
Use of a multidisciplinary approach in delivering simulation training
Statement of Purpose It has been highlighted nationally that there is a need for an increase in the use of simulation and clinical skills teaching with an emphasis on quality and safety within health care . The Rotherham Simulation Suite have recruited individuals, from all clinical areas within our Trust, as simulation advocates who assist in the development and delivery of our simulation training programmes.
Design The simulation advocates are undergoing a process of intensive simulation and human factors training in order for them to fulfil their role and the success of this scheme will be assessed using 3600 peer review, session evaluation, and programme audit.
Conclusion This initiative has highlighted motivated individuals with a keen interest in education and research, who want to deliver simulation training to the multidisciplinary team in their clinical area. The advocates, under the guidance of the simulation director and lead, now organise simulation training, write scenario scripts, evaluate sessions, and deliver simulation sessions for their areas.
Take home message The simulation advocate scheme is a feasible approach to the wider availability of simulation training and the integration of technology enhanced learning into the healthcare education system.
Use of a Simulation-Based Education Programme
Background Political drivers, professional standards and patient-centred care emphasise the importance of quality and safety within health care . The Post Anaesthetic Care Unit (PACU), as part of Theatres, responds to variable workloads, patient complexity, and unexpected complications (sometimes life-threatening) whilst striving to ensure efficiency and throughput. An in situ simulation-based training programme was designed that aimed to enhance standards of care amongst the PACU team, whilst supporting improvements in patient outcomes and experience in the immediate postoperative period.
Summary of Work The PACU simulation programme was based upon identified individual and team training needs, previous critical incidents, and national standards of care. Over the past 12 months we have provided a programme of regular training sessions. Relevant scenarios focused on postoperative problems such as respiratory and cardiac arrest, laryngospasm, anaphylaxis, acute coronary syndrome, hypovolaemic shock, and significant arrhythmias are taught. Session evaluation, use of evidence based scenarios, faculty development, 360o peer reviews, and audits of practice provided quality assurance for programme outcomes.
Summary of Results The programme has highlighted examples of excellent PACU practice. It also flagged individual, team based care and departmental processes where improvements could be made. Examples included the availability of equipment and staff, accessibility to key protocols, factors influencing the use of emergency calling systems, and staff training requirements in existing or new skills such as extubation and provision of high dependency care.
Conclusion Improvements in care that can be addressed at the level of the individual, team or system, have been highlighted through the quality assured in situ simulation programme that has enhanced good practice within the PACU.
1. Department of Health (2008) Safer Medical Practice: Machines, Manikins and Polo Mints http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_096227.pdf
Using High Fidelity Inter-Professional Simulation
Using simulation centre management software...
Objective Structured Clinical Examinations or OSCEs have been widely used in medicine to assess student doctors and are becoming an increasingly common method of assessing all healthcare learners (Alinier 2003). Learners need to demonstrate an aspect of care using a standardized patient (SP), part task trainer, hybrid simulation or a full body patient simulator against pre-determined criteria. Designing and setting up of OSCES takes time as does assessing these stations and if the learners rotate around a series it is very faculty dependent and resource rich (Byrne and Smyth 2008).
This workshop will introduce how new simulation centre management software “Learning Space” may be a solution to assist with the running and rating of OSCEs. This workshop will initially introduce OSCEs in the context of Learning Space and then a small OSCE will be run using either a Laerdal or CAE Healthcare Simulator with the audience using Learning Space to rate the performance. A discussion will follow exploring how this technology may be used in other areas of simulation centre management and using this with SPs.
If you are working in simulation and are thinking of introducing or have used OSCEs this workshop may introduce new ideas and techniques and will be useful to meet new colleagues at UK 2013
Schedule subject to change!
|1130 – 1300||Coffee & Registration (light refreshments available)|
|1300 – 1330||Welcome
Vice Chancellor and Chief Executive, University of Bedfordshire
Chief Learning Officer, CAE Healthcare, USA
|1330 – 1430||Keynote Presentation
Professor Lesley Baillie
Florence Nightingale Foundation Chair of Clinical Nursing Practice, London South Bank University / University College Hospitals London
|1430 - 1500||Tea|
|1500 - 1600||Concurrent Session A|
|1610 - 1720||Special Interest Forums:
(See Programme for Details)
|0830 – 0900||Coffee & Registration|
|0900 – 0910||Welcome
Professor Michael Preston-Shoot
Professor of Social Work and Dean of the Faculty of Health and Social Sciences, University of Befordshire
|0910 – 1010||Keynote Presentation
Associate Professor, Assistant Dean Simulation, School of Nursing and Midwifery, Central Queensland University, Australia
|1010 - 1030||Break|
|1030 - 1130||Concurrent Session B
(including master class - see programme for details)
|1135 - 1235||Concurrent Session C
(including master class - see programme for details)
|1235 - 1340||Lunch|
|1340 – 1440||Concurrent Session D
(including master class - see programme for details)
|1450 - 1550||Keynote|
|1550 - 1615||Closing Ceremony|
Registration area and the conference will be taking place in Campus Centre - Block G of the Luton Campus. Please see the directions and map links below.
University of Bedfordshire is at the hub of national and international travel networks. Situated just 30 miles north of London, the University of Bedfordshire's Luton campus boasts superb road, rail and air links.
It is just off Junction 10 of the M1, has a direct rail link to central London and is just three miles away from London Luton International Airport.
London Luton airport has an increasing number of connections to Europe and within the UK. The taxi ride from the airport is around 10 minutes.
From the Luton campus, Park Square, Luton town centre the airport is ten minutes away by car, while the main-line railway station is only a five-minute walk.
Click here to view the Campus map.
Click here to view driving directions and map.
Below is a list of hotels within easy travelling distance to the conference location. This list is to assist but is not endorsement of these hotels. We recommend you perform your own research on the hotels.
Menzies Strathmore Luton
Telephone: 01582 734199
10 Minutes walk to the conference.
Icon Hotel Luton
15 Stuart Street
Telephone: 01582 722123
10 Minutes walk to the conference
Days Hotel Luton
Telephone: 01582 878090
10 Minutes walk to the conference
Luton Hotel Residence
92 Chapel Street
Telephone: 01582 726009
15 Minutes walk to the conference
Luton is accessed directly from the M1 at Junction 10. The A1 is connected via the A505 and A602.
From M1 (London Luton Airport exit), exit at Junction 10 and follow signs for Luton town centre, via Airport Way. Pass Capability Green then take next exit off Airport Way.
At the roundabout take the first exit into Gypsy Lane. Proceed over two mini-roundabouts into Windmill Road and over the next roundabout into St Mary's Road. At the traffic lights, turn left into Church Street.
From the A1, exit at Junction 8 and take the A602 to Hitchin. At the first roundabout in Hitchin take the third exit and at the next roundabout take the first exit, following the A505 to Luton town centre.
Parking is available at the The Mall - formerly called the Arndale Centre - multi-story car parks, or the public car park located at the rear of the new student accommodation complex which is currently under construction. Due to the building work, the car park can only be accessed from Gloucester Road off Manor Road, postcode LU1 3HX.
*First Capital Connect services (formerly Thameslink) connect Luton with Bedford (23 min), London (34 min to St Pancras International; Farringdon; Barbican; Moorgate; City Thameslink; Blackfriars; and 50 min to London Bridge), East Croydon (64 min), Gatwick Airport (80 min) and Brighton (2 h) for the South Coast.
First Capital Connect serves Luton's three railway stations - Luton Parkway (for London Luton Airport), Luton (this is the closest to the main, Park Square campus) and Leagrave.
Luton is also served by East Midlands Trains services from Sheffield and London St Pancras.
From the train station ticket office go down the stairs to the station front entrance and across the road to the footpath which will take you into Bute Street where you will see the 'Hat Factory' arts and entertainments centre on your right. Follow the road down the hill. Cross over the road at the crossing, the Job Centre should be in front of you and continue towards The Mall shopping centre. Cross over the bus route and enter the shopping centre, go up the escalator and take a left at the top. Walk through the shopping centre until you reach Debenhams, turn left and then right and walk towards the exit, with the market on your left. Exit the shopping centre via the stairs or the lifts. St Mary's church will be directly in front of you, cross the road and walk down the access road to the right of the church, the Campus Centre entrance is directly in front of you.
For more travel information, click here>>
Professor Lesley Baillie PhD, MSc, BA(Hons), RNT, RGN
Florence Nightingale Foundation Chair of Clinical Nursing Practice
Professor Lesley Baillie is an experienced acute care nurse, educator and researcher. She is particularly interested in developing and improving clinical practice and integrated care and she has published and presented widely on patient dignity and clinical practice developments. From 2006-2010, she led simulation developments interprofessionally at London South Bank University, where she established a new simulation centre. Lesley was Reader in Healthcare at University of Bedfordshire from 2010-2012, where she worked on projects to promote dignified and competent healthcare. In 2012, Lesley was appointed Florence Nightingale Foundation Chair of Clinical Nursing Practice, in a joint appointment between London South Bank University and University College London Hospitals.
Dr Kerry Reid –Searl (PhD, RN, RM, Bhlth Sc, MClin Ed, PhD, MRCNA, FCN)
Dr Kerry Reid Searl is a Professor and Sub Dean of simulation in the school of nursing and midwifery at CQUniversity Australia. Kerry has had extensive nursing and midwifery experience within Australia including remote and regional Aboriginal and Torres Strait Islander communities. She has been involved in undergraduate nursing education for the past 21 years and has been the recipient of numerous teaching awards. Some of these include the CQUniversity Vice Chancellors Teaching Award in 2008 and 2010, a Faculty of Science Engineering and Health teaching award in 2008 and 2010, an Australian Learning and Teaching Citation for her outstanding contribution to student learning in 2008 and 2012, was named Pearson/Australian Nurse Teacher Society- Nurse Teacher of the Year in 2009 and in 2012 was awarded and Australian University Teaching Excellence Award. Kerry has become known nationally and internationally for her pioneering work in creating, designing, implementing and researching an innovative simulation strategy called Mask-Ed (KRS Simulation). This simulation technique, through the use of amazing silicone props, transforms the expert educator/ professional into a character who in-turn becomes the platform for learning and teaching. Kerry is also well published in international journals for her work around medication safety and has been the principal author, as well as co author, of several nursing texts books which have been sold nationally and internationally.
Thomas J. Doyle, MSN, RN
Chief Learning Officer, CAE Healthcare
Tom has over 33 years experience in healthcare as a registered nurse, hospital administrator, nurse educator and corporate executive responsibility. He is a recognized world expert in the use of experiential learning and simulation. He spent 5 years as Coordinator of the Patient Simulation Program at one of the first colleges in the US to purchase the Human Patient Simulator in the 1990s. In that role he facilitated integration of high fidelity patient simulation across the nursing program curriculum in addition to many allied health programs (EMS, Dental Hygiene, and Respiratory Care).
As Chief Learning Officer for CAE Healthcare, his role is to provide leadership to a global team, whom consults and assists our customers with applying, developing, implementing, and facilitating high fidelity simulation into their programs. Ultimately Tom is responsible for the educational strategic planning and implementation for CAE Healthcare. Tom is also appointed as a Visiting Fellow to the Faculty of Health, Science, andSports at the University of Glamorgan, Pontyprid, Wales and as a Visiting Research Fellow to the Faculty of Health and Human Services at the University of Huddersfield both in the United Kingdom.
Allison Is a Senior Tutor in Physical Assessment in the School of Health and Social Care at the University of Surrey UK.Allison trained as a general nurse at Kings College Hospital, London where she eventually specialised in a career in adult critical care. Subsequently Allison has trained in paediatric critical care and has held senior positions in critical care. During this time she had extensive experience in teaching critical care to the interdisciplinary healthcare team and her research activity was focussed on creating inter-disciplinary learning packages for the critical care team members. Since joining the University of Surrey Allison has actively engaged in teaching in a simulated practice setting to both undergraduate pre-registration and post registration students and post graduate students. Her development and research activity has been more recently focussed on simulation and the development of teaching and learning strategies for students in a simulated practice learning environment to ensure an effective learning experience.
Catherine is an adult branch tutor in psychosocial aspects of care at the University of Surrey. Catherine trained as a general nurse at St George’s Hospital, London, where she specialised in paediatrics. She then qualified as a district nurse working in Surrey where she ran several health clinics within a health centre as well as nursing within the community. She has experience in occupational health and worked as a research nurse prior to gaining a BSc (Hons) in psychology. Following this she worked in orthopaedics and trauma before joining Surrey University as an adult tutor specialising in psychosocial aspects of care. Catherine gained an MSc in Health psychology and has been teaching psychology and nursing skills to pre and post graduate students and has recently been involved in simulation taking a special interest in the holistic assessment of patients and the effect of simulation on student’s learning and development.
Jane Murray MSc, BA(Hons), RMN
Jane Murray is a Senior lecturer in mental health at Northumbria University. She teaches on both pre and post registration nursing programmes and undertakes some international teaching into Malaysia. She has worked as a mental health nurse for more than 20 years, specialising in care of the older person, particularly those with dementia, for the last 15. She joined Northumbria University in 2008 and has since helped to develop the use of simulation as a teaching and learning strategy within the mental health field. Over the last two years, in conjunction with her colleague, Ann Huitson, has developed a new debrief tool; the Emotional and Cognitive Debrief for Enhanced Learning or ECoDEL. The tool has been very well received both nationally and internationally and is now embedded in the pre registration curriculum from year one after feedback from students who have previously used it as well as being used on individual post registration modules.
Jacqueline England RGN DPSN BSc (Hons) MA FHEA
Jacqueline England is an experienced acute care nurse and educator. As an Associate Lecturer in Cyprus she developed and set up the first Simulation Centre in Cyprus at the University of Nicosia. She is particularly interested in developing and improving inter-professional practice through the use of simulation. She has presented at a range of international conferences on simulation in inter-professional education and assessment. Jacqueline was appointed as Simulation Development Officer for the East of England region, working on a National project, funded by the Higher Education Academy/ASPiH in Sept 2012. Jacqueline is the Inter-professional Learning Lead at the University of Bedfordshire and is currently working with colleagues across the Faculty of Health and Social Sciences and the wider University in developing and strengthening inter-professional education.
My name is Inderjit Singh Hair but everyone calls me Indy. I have been working in the Simulation Centre at University of West London (UWL) for 12 years now in various roles. These have included PA to the centre manager and centre administrator. I am currently the Learning Support Technician a post I have held since 2009.
I enjoy my work as it is so varied and I’m still learning all the time, I enjoy the interaction with the students and the satisfaction I get, when I know I’ve made a difference to a students learning.
I have no nursing or physiology background so when I was offered the position of the Learning Support Technician and my initial reaction was no, but the team in the Simulation Centre persuaded me to say yes. With in service training and on-going development opportunities and the support and advice of the team I haven’t looked back since!
Master Classes and Special Interest Groups
A firm fixture with the UK Nursing Conference, we will continue this year with three dynamic and interactive masterclasses that will be of interest to all delegates. Each class will be limited to 15 participants and bookings for these sessions will be available at registration on both days of the conference. Also this year we will introduce a few Special Interest Groups into the programme: A Simulation Technologists Forum, an ASPiH Nursing SIG and a Centre Management SIG.
Below are some details of this year's sessions. More information on the presenters can be found on the speakers tab.
Masterclass - Debriefing
It’s not what you do it’s what you learn – reflective debriefing for enhanced learning
Jane Murray MSc, BA(Hons), RMN, University of Northumbria
This Masterclass offers people the opportunity to actively engage with the ECoDEL debriefing tool. The Emotional and Cognitive Debrief for Enhanced Learning has been developed by Jane Murray and Ann Huitson from Northumbria University specifically to help students harness the high expressed emotion in simulation and examine their own thoughts in relation to their behaviours. Students have evaluated the tool very positively and it has been shortlisted for a Student Nursing Times Teaching Innovation Award. Participants will be given the opportunity to watch video footage of pre registration mental health nurses engaging with high fidelity simulation and then examine the debrief process that followed.
Masterclass - Interprofessional Learning
Writing simulation scenarios for Inter-professional learning
Jacqueline England RGN, DPSN, BSc (Hons), MA, FHEA, University of Befordshire
Since the recent Francis report (DH 2013) there has been an increase in an already steadily developing field of inter-professional learning. The scope of this in a classroom or simulator facility may be limited but, in terms of the range of simulation available, from highest to lowest fidelities, the ability to learn from and with other health care service personnel is vast.
In order to create scenarios that fit the learning needs and outcomes the roles and factors from each discipline need careful consideration. Health care educators and facilitators need to think flexibly and in a broader perspective to ensure that the full range of disciplines are catered for within the scenario, even if those disciplines are not present at the simulation.
This masterclass will give a brief overview of work in progress at the University of Bedfordshire and allow the delegates to explore their own needs and work towards positive outcomes.
Masterclass - Professional Integrity
Professional integrity in simulation: Balancing conduct, commitment and capacity
Allison Wiseman, Catherine Haynes, University of Surrey
The term professional integrity has raised much debate in the literature due to its complexity (Banks, 2010 & Edgar & Pattinson, 2011). This may have arisen from the wide range of issues covered, including professional values and legal and ethical frameworks. Students need to apply and integrate these values to the evidence base supporting the simulated learning experience, thus contextualising their knowledge and skills. This integrated approach to learning, where the simulated experience is undertaken in context may enhance students’ ability to link theory to practice, thus narrowing the perceived theory practice gap (Weller, 2004). However for learning to be effective students’ must take responsibility. Higher education (HE) has an expectation that students will be self directed learners, ascribing to the principles of andragogy (Knowles, 1990). Additionally students are expected to adhere to codes of ethics and conduct from professional and regulatory bodies, such as the Nursing & Midwifery Council (NMC, 2008 & 2010) and Health Professions Council (HPC, 2008). This raises three questions for educators.
1. Are all students ready to be adult learners and understand the notion of professional behaviour?
2. What preparation & guidance do students require to uphold their professional integrity in simulated learning activities?
3. Should they sign up to a code of conduct for simulated learning activities and what should this include?
To explore with attendees what professional integrity is
To identify how educators can enhance simulated learning experiences for all users through the implementation of INASCL standard 2
SIG - Simulation Technologists Forum
Inderjit Hair, University of West London
A great feature of last year's conference, the technologists forum allows technicians from around the country to come together and exchange ideas, tips and tricks on the technical side of simulation. Chaired by the effervescent Indy Hair there will also be representation from CAE Healthcares technical staff to engage in hands on solutions.
HPSN World 2013
June 30-July 2, 2013
San Francisco Marriott Marquis
HPSN World 2013 Video Awards
Submit your video today to WIN!
Deadline for submissions is July 15th
UK Simulation in Nursing Education Conference
June 5-6, 2013
Is simulation really the place for inter-professional education?