Simulation of realistic nephrology case scenarios to facilitate intra-professional team learning.
Clinical Competence
Health Knowledge, Attitudes, Practice
Humans
Interprofessional Education
/ organization & administration
Learning
Nephrology
/ education
Patient Care Team
/ organization & administration
Simulation Training
/ organization & administration
Staff Development
/ organization & administration
Mentorship
Multidisciplinary
Reflection
Simulation
Training programme
Journal
British journal of hospital medicine (London, England : 2005)
ISSN: 1750-8460
Titre abrégé: Br J Hosp Med (Lond)
Pays: England
ID NLM: 101257109
Informations de publication
Date de publication:
02 Jul 2020
02 Jul 2020
Historique:
entrez:
31
7
2020
pubmed:
31
7
2020
medline:
30
6
2021
Statut:
ppublish
Résumé
Learning in the workplace maximises relevance to clinical practice and facilitates the education of the whole multiprofessional team. Provision of structured teaching is becoming increasingly challenging with shift pattern working and staff shortages. This article describes a simulation course designed to facilitate team learning to improve the care of nephrology patients, and presents outcome data over 2 years. A full-day course, using high fidelity manikins, was designed for nephrology specialty trainees and nurse specialists. Nineteen learners (eleven specialty trainees and eight nurse specialists) and nine multidisciplinary team faculty members attended. Evaluation used pre- and post-course assessments, with a 1-year follow-up questionnaire. Following the course, improved knowledge scores, 56% to 72% ( This course improved knowledge and confidence in managing nephrology scenarios across the multidisciplinary learning group, and the model could be used in other hospital specialties.
Sections du résumé
BACKGROUND
BACKGROUND
Learning in the workplace maximises relevance to clinical practice and facilitates the education of the whole multiprofessional team. Provision of structured teaching is becoming increasingly challenging with shift pattern working and staff shortages. This article describes a simulation course designed to facilitate team learning to improve the care of nephrology patients, and presents outcome data over 2 years.
METHODS
METHODS
A full-day course, using high fidelity manikins, was designed for nephrology specialty trainees and nurse specialists. Nineteen learners (eleven specialty trainees and eight nurse specialists) and nine multidisciplinary team faculty members attended. Evaluation used pre- and post-course assessments, with a 1-year follow-up questionnaire.
RESULTS
RESULTS
Following the course, improved knowledge scores, 56% to 72% (
CONCLUSIONS
CONCLUSIONS
This course improved knowledge and confidence in managing nephrology scenarios across the multidisciplinary learning group, and the model could be used in other hospital specialties.
Identifiants
pubmed: 32730156
doi: 10.12968/hmed.2020.0283
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM