Preceptorship
Preceptorship
The debrief is facilitated by an AHP with the aim of peer learning , reflection and action planning . The facilitator asks questions to prompt thinking around what happened , such as what could have been done differently , or have they experienced that previously ? This provides opportunity for formative assessment and feedback to be provided .
Evaluation and feedback
At the end of each session , the learners feedback via anonymised digital questionnaires , with a mix of Likert scales and open questions .
To date [ at time of writing ] we have facilitated eight simulation sessions , with 48 attendees , all of whom rated the learning session as ‘ good ’ or ‘ very good ’. When asked if the session met their learning needs and expectations , all 48 attendees responded with ‘ agree ’ or ‘ strongly agree ’.
Participants told us that the ‘ reflection at the end was useful to discuss what we could have done differently ’ and ‘ it was great to share the session with other AHPs and find out about their roles ’.
Other participants said they ‘ enjoyed the discussion nature of the session and being able to hear others thoughts and experiences ’ and that it was a ‘ good interactive experience ’.
Based on the feedback gained on areas for development the learning has been adapted and improved , for example by adding in breaks , having facilitators from other professions , such as podiatry , and alternative scenarios .
We encourage the learners to share scenarios they have experienced with us so they can be utilised for others learning . However , we now need to look at quality assurance measures and assessment of our learning objectives .
Looking to the future
We are developing a catalogue of scenarios to embed simulation-based learning into our wider education environment and working to develop a simulation faculty for AHPs .
Simulation learning will also be evaluated as part of the annual review process for The Future is Bright programme . The use of simulation learning has identified some further learning needs and gaps within our practice and teaching offer .
The feedback has been positive , however the team now needs to assess changes in behaviour and practice as the long-term benefits of simulation learning are less known ( Heuer 2022 ).
Blanford R ( 2019 ) Allied health professionals benefit from simualtion training . Available at www . caehealthcare . com [ accessed on 3 February 2023 ].
Heuer A , Bienstock J , Zhang Y ( 2022 ) Simulation based training with selected allied health professionals : an evidence based systematic review . Journal of Allied Health , Spring 51 ( 1 ): 59 – 71 .
Health Education England ( 2016 ) Enhancing UK core medical training through simulation-based education : an evidence-based approach . Available at https :// bit . ly / 3wgdUGU [ accessed 1 December 2022 ].
Health Education England and Association for Simulated Practice in Healthcare ( 2016 ) Simulation-based education in healthcare : standards , framework and guidance . HEE . Available at https :// bit . ly / 3w81KA9 [ accessed on 1 December 2022 ].
Titzer J , Swenty CF , Hoehn WG ( 2012 ) An interprofessional simulation promoting collaboration and problem solving among nursing and allied health professionals . Clinical Simulation in Nursing , 8 : 325-333 .
Patterson MD , Blike GT , Nadkarni VM ( 2008 ) In situ simulation : Challenges and results . In Henriksen K ( Eds .) et al , Advances in patient safety : new directions and alternative approaches ( Vol . 3 : Performance and Tools ). Agency for Healthcare Research and Quality ( US ).
Words FRANCES EDMONDSON ( WILLIAMS ), Advanced Clinical Practitioner ( trainee ): Occupational Therapist , Integrated Discharge Team , Community and Integrated Care Division , East Sussex Healthcare NHS Trust , fran . edmondson @ nhs . net @ fran _ ed _ OT @ ESHT _ OT
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