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An evidence based approach to selection of simulation scenarios
WCPT Congress 2015 / Physiotherapy 2015; Volume 101, Supplement 1 eS1238–eS1642
Ethics approval: Ethics approval was received from the Griffith University Ethics Review Board. http://dx.doi.org/10.1016/j.physio.2015.03.1546 Special Interest Report Platform Rapid 5 Presentation Number: SI-PLR5-1561 Monday 4 May 2015 08:30 Room 324-326 AN EVIDENCE BASED APPROACH TO SELECTION OF SIMULATION SCENARIOS N. Tuttle, E. Sandy Griffith Health Institute, Griffith University, School of Allied Health Sciences, Griffith University, Gold Coast Campus, Australia Background: Simulations such as peer role play and isolated task practice have been an integral part of physiotherapy education since the first physiotherapists were learning their profession. Recently, the use of more formal, scenariobased simulation structures have become more common. The early adopters of simulation were the high risk, high cost areas of life support where teams respond to simulated life-threatening situations in a technology rich environment. Although the varieties of simulation have expanded to include a broader range of areas of practice, the rationale for the selection of learning objectives remains largely unreported. Purpose: Although there are a range of scenarios available for physiotherapy simulation, little appears to be written on either the rationale behind the selection scenario structure or content. The current study aimed to provide a more needsbased process for determining scenario structure or content. Methods: A number of stakeholders and sources of information were consulted in order to determine areas of need to supplement orthopaedic and musculoskeletal clinical placements. These included: 1) Priority areas from national workforce data, 2) University policy on areas of priority, 3) Surveys of employers in relation to areas they believed recent graduates could be better prepared, 4) Survey of clinical education placements to determine which of the experiences prescribed as essential or desirable were not always possible, 5) A review of the literature on adverse events that occurred in relation to physiotherapy treatment, and 6) Complaints to the national registration body. Results: 1) National priorities included increasing clinical placement capacity and service provision in rural and remote locations. 2) University priorities included inter-professional education.
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3) Employers described attributes of new graduates that could be improved to include communication skills and concerns around professional behaviour. 4) In inpatient orthopaedics, all placements were not able to provide experiences in patients who had multi-trauma or who underwent spinal surgery. 5) The literature suggests that injuries related to physiotherapy practice are most likely to occur during unsupervised exercise. 6) The most common area of complaints to the registration board in Australia is sexual misconduct. One recommendation was also made by the board based on a coroner’s report where not responding to indications a patient was at risk of a deep vein thrombosis resulted in a fatality. Conclusion(s): The structure of the simulations using a telemedicine platform was selected to fit with the national priority of improving services to rural and remote areas. Scenarios were then developed to engage the students with the specific clinical, interpersonal, cultural and professional behaviour issues that had been identified from the stakeholders. Scenarios included patients with medical conditions that had been identified as areas of need and one scenario included the previous sexual misconduct by a physiotherapist that in Australia would trigger mandatory reporting. Implications: It is not expected that the same areas of practice or simulation structures would be suitable in other circumstances. Rather, it is the process of determining areas of need to form a sound basis for learning objectives and thereby simulation content and structure that could be generalizable to other settings. Keywords: Evidence informed education; Simulation Funding acknowledgements: This study was part of a project Funded by Health Workforce Australia, a department of the Commonwealth of Australia. Ethics approval: The project formed part of the project covered by Griffith University Ethics Review Board: approval PES/40/12/HREC. http://dx.doi.org/10.1016/j.physio.2015.03.1547
Ethics approval: Ethics approval was received from the Griffith University Ethics Review Board. http://dx.doi.org/10.1016/j.physio.2015.03.1546 Special Interest Report Platform Rapid 5 Presentation Number: SI-PLR5-1561 Monday 4 May 2015 08:30 Room 324-326 AN EVIDENCE BASED APPROACH TO SELECTION OF SIMULATION SCENARIOS N. Tuttle, E. Sandy Griffith Health Institute, Griffith University, School of Allied Health Sciences, Griffith University, Gold Coast Campus, Australia Background: Simulations such as peer role play and isolated task practice have been an integral part of physiotherapy education since the first physiotherapists were learning their profession. Recently, the use of more formal, scenariobased simulation structures have become more common. The early adopters of simulation were the high risk, high cost areas of life support where teams respond to simulated life-threatening situations in a technology rich environment. Although the varieties of simulation have expanded to include a broader range of areas of practice, the rationale for the selection of learning objectives remains largely unreported. Purpose: Although there are a range of scenarios available for physiotherapy simulation, little appears to be written on either the rationale behind the selection scenario structure or content. The current study aimed to provide a more needsbased process for determining scenario structure or content. Methods: A number of stakeholders and sources of information were consulted in order to determine areas of need to supplement orthopaedic and musculoskeletal clinical placements. These included: 1) Priority areas from national workforce data, 2) University policy on areas of priority, 3) Surveys of employers in relation to areas they believed recent graduates could be better prepared, 4) Survey of clinical education placements to determine which of the experiences prescribed as essential or desirable were not always possible, 5) A review of the literature on adverse events that occurred in relation to physiotherapy treatment, and 6) Complaints to the national registration body. Results: 1) National priorities included increasing clinical placement capacity and service provision in rural and remote locations. 2) University priorities included inter-professional education.
eS1551
3) Employers described attributes of new graduates that could be improved to include communication skills and concerns around professional behaviour. 4) In inpatient orthopaedics, all placements were not able to provide experiences in patients who had multi-trauma or who underwent spinal surgery. 5) The literature suggests that injuries related to physiotherapy practice are most likely to occur during unsupervised exercise. 6) The most common area of complaints to the registration board in Australia is sexual misconduct. One recommendation was also made by the board based on a coroner’s report where not responding to indications a patient was at risk of a deep vein thrombosis resulted in a fatality. Conclusion(s): The structure of the simulations using a telemedicine platform was selected to fit with the national priority of improving services to rural and remote areas. Scenarios were then developed to engage the students with the specific clinical, interpersonal, cultural and professional behaviour issues that had been identified from the stakeholders. Scenarios included patients with medical conditions that had been identified as areas of need and one scenario included the previous sexual misconduct by a physiotherapist that in Australia would trigger mandatory reporting. Implications: It is not expected that the same areas of practice or simulation structures would be suitable in other circumstances. Rather, it is the process of determining areas of need to form a sound basis for learning objectives and thereby simulation content and structure that could be generalizable to other settings. Keywords: Evidence informed education; Simulation Funding acknowledgements: This study was part of a project Funded by Health Workforce Australia, a department of the Commonwealth of Australia. Ethics approval: The project formed part of the project covered by Griffith University Ethics Review Board: approval PES/40/12/HREC. http://dx.doi.org/10.1016/j.physio.2015.03.1547