Nothing like a wake-up such as a global pandemic. There are a lot of feelings out there right now ranging from uncertainty, fear, anger and so on.
First, it’s okay and perfectly normal to have these different and fluctuating emotions. We are all processing this unprecedented time in history in different ways. Accept that it’s okay to feel a little weird about this.
As COVID-19 unfolds, it is a clear reminder that there are things that we can and cannot control. So, what can we control as we adapt and try to make it through the day?
1. Getting reliable and accurate information
There’s a lot of information and unfortunately, misinformation out there that can leave us feeling conflicted. It’s pretty easy for misinformation to go viral and spread. “Todd’s Info War Room” (I made that up as an example) is not necessarily the most reliable source just because it has a lot of social media views. Trustworthy sources such as the Center for Disease Control, Health Canada, Government websites, and Health Regions contain vetted and professional information.
2. Doing our part to slow and stop the disease progression
I’m not going into the exponential mathematics and complexities of disease transmission, however, let’s keep it simple:
Wash your hands. Cover your cough or sneeze in your sleeve. Keep some social distance for a bit. If you’re sick, stay away from people for at least 14 days.
3. Our Future Outlook
Our mental wellness is very important. Take a walk, be social through technology, and take care of yourself and your loved ones. Practice yoga, pray, and do whatever gives you internal strength.
Life feels different right now, but we’ll make it through this. It may feel like a huge inconvenience from our normal lives, but our actions can make a difference.
If there’s anything that you’re doing to thrive, feel free to share it in the comments.
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A core theme in simulation-based education and training is standardization. That is, when a scenario designed and planned, all trainee groups go through the same designed experience. Why? Consistency, fairness and a clear standard of expected competency.
If a scenario is designed with specific learning objectives, all teams must meet those objectives and participate in the debriefing process. The competency and standards are the same for everyone. If the scenario is designed according to Advanced Cardiac Life Support (ACLS) guidelines, the protocols apply to everyone, equally.
Working with thousands of simulation trainee groups, I remember a specific experience when an instructor was kind of showing off. This particular day, we had several observers in the control area. We had run through and completed a simulation experience and the scenario was announced “Complete. Proceed to the debriefing area”. The instructor turned to everyone and said “watch this” (which in my humble opinion the equivalent of “hold my beer”). The instructor crashed the simulator and the EMS trainee team looked at each other, said “seriously?” and went into another ACLS scenario that was not part of the plan. Afterwards, I asked the instructor what was with the departure of the planned design, the response was “well, anything can happen in EMS”. True, however, this presented a teachable moment with the instructor for several reasons.
I completely understand and appreciate the instructor’s viewpoint that anything can happen in EMS and we had a great professional exchange. We discussed items that might not have been considered such as the added time that the impromptu ACLS scenario added, the extra debriefing for the group and discussed what the added value was of the experience. There were other items that weren’t accounted for. The added time had delayed the operations and administration team in their workflow, other centre users that were delayed, the extra resources that were used, and that we did not have the adequate time to discuss the experience with the observers who also needed debriefing. Also, the other EMS trainee groups asked why they did not get the extra simulation experience and expressed their frustration. The group was right, they did not receive the same standard as others. The deviation of the design plan had a massive rippling effect.
Remember, simulation-based education is about standardization, consistency and sticking with the design. It’s important to be mindful that deviating from the plan can have unforeseen impacts. With clear learning objectives, trainees will shape the experience through their actions and response. It’s about the learning experience.
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About the Author: Matthew Jubelius is a subject matter expert in healthcare simulation. He is a consultant, educator and wants to change the future of people development, education, and training. Matthew has championed the design, implementation, and evaluation of simulation-based education and training programs, including quality improvement measures for post-secondary institutions, private industry, and the federal government.
Matthew can be reached through www.amoveotraining.ca for simulation consulting, program development, employee training and speaking engagements.
#simulation #education #patientsafety #leadership
It’s been nearly a decade and I can still recall the day that simulation-based education and training made sense to me and witnessed the profound benefits for healthcare practitioners, workers, and patient safety.
I had never observed a simulated training event and was curious what was going to happen. The concept of using patient simulators was intriguing and I was optimistic about how the learner was going to perform. The cohort had completed their traditional lecture and lab-based education and was “ready” to deliver care.
The simulation experience was based on Advanced Cardiac Life Support (ACLS) guidelines and the learning objectives were:
- Recognize a life-threatening ECG rhythm
- Activate emergency system and call for assistance
- Administer appropriate ACLS medications and perform CPR
Before the experience, I observed the learner’s behavior and they appeared very confident. “Let’s see what happens,” I thought to myself. The lights went out and the simulation began.
The patient simulator was breathing, showing signs of distress and the software performed spectacularly according to the preset programming (shout out to engineers). The learner entered the event area and began to assess the simulated casualty. The ECG was set up and displayed a life-threatening rhythm that needed defibrillation and immediate drug therapy. Something wasn’t right; the learner interpreted the incorrect ECG rhythm and started giving the wrong medication. The simulator responded in real-time, vital signs became more complicated and the patient simulator condition worsened. Within a very short time, the situation became unmanageable for one person, yet there was no call for support. There was no call for help. The scenario continued and ultimately the experience had concluded. In this case, things did not end well.
In the debriefing phase, the facilitator went into more detail about what happened; based on the learner’s performance and connected the pieces to a meaningful learning experience. The scenario was repeated and the learner’s performance was dramatically improved, resulting in better outcomes for the simulated patient. Truly remarkable learning.
Why does this matter? The immersive experience in a controlled environment provided an additional layer of safety, where potential errors could be addressed and corrected well out of harm’s way.
Simulation-based experiences have the ability to positively impact patient safety, help people and teams deliver appropriate interventions. Simulation – the replication of an experience, can also expose system weaknesses and provide opportunities for healthcare quality improvement.
By designing and facilitating experiences based on models of current and best practices, we have the opportunity to address current challenges and impact the future of healthcare delivery.
Even after thousands of simulation experiences, I remain passionately curious about how people interact with complex systems. Failure can be an enormous learning experience, especially in a setting where there is absolutely no risk to patients.
I believe that we can make a difference in creating safer and effective systems.
About the Author: Matthew Jubelius is a subject matter expert in healthcare simulation. He is a consultant, educator and wants to change the future of people development, education, and training. He has championed the design, implementation, and evaluation of simulation-based education and training programs, including quality improvement measures for post-secondary institutions, private industry, and the federal government.
Matthew can be reached through www.amoveotraining.com for simulation consulting, program development, employee training and speaking engagements.