Abstract
Objectives
To describe the association between participant profession and the number
and type of latent safety threats (LSTs) identified during in situ simulation
(ISS). Secondary objectives were to describe the association between both (a)
participants’ years of experience and LST identification and (b) type of
scenario and number of identified LSTs.
Methods
Emergency staff physicians (MDs), registered nurses (RNs) and respiratory
therapists (RTs) participated in ISS sessions in the emergency department (ED)
of a tertiary care teaching hospital. Adult and paediatric scenarios were
designed to be high-acuity, low-occurrence resuscitation cases. Simulations
were 10 min in duration. A written survey was administered to participants
immediately postsimulation, collecting demographic data and perceived LSTs.
Survey data was collated and LSTs were grouped using a previously described
framework.
Results
Thirteen simulation sessions were completed from July to November 2018,
with 59 participants (12 MDs, 41 RNs, 6 RTs). Twenty-four unique LSTs were
identified from survey data. RNs identified a median of 2 (IQR 1, 2.5) LSTs,
significantly more than RTs (0.5 (IQR 0, 1.25), p=0.04). Within respective
professions, MDs and RTs most commonly identified equipment issues, and RNs
most commonly identified medication issues. Participants with ≤10 years of
experience identified a median of 2 (IQR 1, 3) LSTs versus 1 (IQR 1, 2) LST in
those with >10 years of experience (p=0.06). Adult and paediatric patient
scenarios were associated with the identification of a median of 4 (IQR 3.0,
4.0) and 5 LSTs (IQR 3.5, 6.5), respectively (p=0.15).
Conclusions
Inclusion of a multidisciplinary team is important during ISS in order to
gain a breadth of perspectives for the identification of LSTs. In our study,
participants with ≤10 years of experience and simulations with paediatric
scenarios were associated with a higher number of identified LSTs; however, the
difference was not statistically significant.
Funder
Faculty of
Health Sciences, Queen’s University
Subject
Health Informatics,Education,Modeling and Simulation
Cited by
4 articles.
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