Svendsen Bodil Thorsager, Petersen Lene Funck, Skjelsager Anders, Lippert Anne, Østergaard Doris
Department of Anaesthesia and Intensive Care, Herlev Gentofte University Hospital, Hellerup, Denmark.
Copenhagen Academy for Medical Education and Simulation CAMES, Herlev Hospital, Capital Region of Denmark, Borgmester Ib Juuls Vej 1, Opgang 1, etage 25, 2730, Herlev, Denmark.
Adv Simul (Lond). 2024 Sep 18;9(1):39. doi: 10.1186/s41077-024-00303-5.
Team reflexivity and peer feedback in daily clinical work can improve patient safety. However, teams do not always engage in reflection after patient care. A reason could be that team members may lack skills in engaging in team reflection. This study explores the use of interprofessional team-based simulations to encourage and equip teams for reflective conversations in the real-world clinical practice.
This was a prospective, explorative study of team members' perceptions of the use of in situ simulation-based scenarios with critically ill patient cases to train team-based reflections and peer feedback. The study took place in two neurological wards. Prior to the intervention, a 1-day observation in each ward and semi-structured short interviews with physicians and nurses were conducted.
A total of 94 staff members, 57 nurses, 8 nurse assistants and 29 physicians participated in the in situ simulation scenarios. All team members showed appreciation of the safe learning environment. The authors found that the simulations and the debriefing structure provided an opportunity for training of team reflexivity and feedback. The team members evaluated the simulation-based training very positively, and their initial reaction indicated that they found peer feedback useful for the individual and the team. This approach allowed them to reflect on their own clinical practice.
The simulation-based training scenarios and the debriefing structure promoted team members' team reflexivity and peer feedback skills. The method is feasible and could be used in other specialties and situations. The team members' reactions to feedback were positive, and based on their reflections, there is a potential to increase both individual and team skills as well as improve patient treatment.
日常临床工作中的团队反思和同伴反馈可提高患者安全。然而，团队在患者护理后并非总能进行反思。一个原因可能是团队成员可能缺乏进行团队反思的技能。本研究探讨使用跨专业团队模拟来鼓励团队并使其具备在实际临床实践中进行反思性对话的能力。
这是一项前瞻性探索性研究，旨在了解团队成员对使用基于现场模拟的危重症患者案例场景来训练团队反思和同伴反馈的看法。该研究在两个神经科病房进行。在干预前，对每个病房进行了为期1天的观察，并对医生和护士进行了半结构化简短访谈。
共有94名工作人员参与了现场模拟场景，其中57名护士、8名护理助理和29名医生。所有团队成员都对安全的学习环境表示赞赏。作者发现模拟和汇报环节为团队反思性训练和反馈提供了机会。团队成员对基于模拟的培训评价非常积极，他们的初步反应表明他们发现同伴反馈对个人和团队都很有用。这种方法使他们能够反思自己的临床实践。
基于模拟的培训场景和汇报环节提升了团队成员的团队反思能力和同伴反馈技能。该方法可行，可用于其他专业和情况。团队成员对反馈的反应是积极的，基于他们的反思，有潜力提高个人和团队技能以及改善患者治疗效果。
