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#simulation #education #healthcare #safety
Modelling and Simulation are concerned with exactly that: replicating the model and simulating the conditions as close as possible to the current standard. In some cases, creating that perfect simulated experience takes a lot of innovation and creativity. I applaud and respect the many simulationists that work behind the scenes in modelling to increase the realism of training experiences.
With many healthcare simulation centres that are underfunded and understaffed, it takes innovation and creativity to make things happen. It takes a keen eye to redistribute resources as needed. From experience as a former centre administrator, I noticed that we were going through an insane amount of oxygen in our labs that carried significant cost. What could be done to optimize resources? Several things:
First, we needed to understand how much oxygen was costing us to provide a picture of the financial importance. Next, we needed to collect information from instructors, staff and ask vital questions regarding learner safety such as “do we actually place oxygen on a live person in a simulated experience?”, “does the simulator only receive oxygen?”, “does real oxygen actually change the simulator’s vital signs?”, “what safety labelling do we need to place on a nursing headwall?” and so on. I would also recommend performing a risk assessment with key external stakeholders including occupational health and safety departments. When you have collected the information and identified risks, you can make an evidence-based decision with your team.
In my situation, we made the switch to compressed air. The cost to create a compressed air delivery system was minimal compared to cost savings of traditional oxygen. The decision to switch had additional benefits that included the injection of tens of thousands of budget dollars could be reallocated into program support per year. Yes, per year! It also decreased operational demand as we did not need to have staff call suppliers, request refills, set aside delivery time, pay for cylinder maintenance, etc.
Many healthcare simulation centres are not fully supported and rely on the innovation of team members to maximize operations. Take a look around your department, what do you see that could be optimized? Send me an email, I’d love to hear about it.
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.
#simulation #safety #education #qualityimprovement
Simulation-based Education (SBE) is a wonderful teaching and learning application to increase patient safety, but did you know that it can also be used for quality improvement activities as well?
So, what’s the big deal with quality improvement and why does it matter? Quality improvement (QI) is used in many industries to decrease variation and there is a huge focus on standardization. This includes documentation and educational sessions to ensure that everyone is following the same process and approaching situations in the same manner. In previous posts, we mentioned the importance of having certain elements when designing an immersive scenario (feel free to take a look at the post What’s the Plan: The Importance of Design). This is a standardized approach that allows the instructor to design a plan that is consistent.
Being consistent is a key feature in quality improvement activities. If there are several different approaches being used, there is a potential not only for error, but also contributes to waste such as materials, time, etc. Demonstrating a consistent approach to designing a SBE activity helps ensure that clear learning objectives are being met, which helps the learner demonstrate competency and safe patient care. For example, when learning about how to obtain a blood pressure or auscultate heart and lung sounds, there is a clear and distinct order in how to perform the assessments. If healthcare professional #1 decides to talk while listening to heart and lung sounds, it may take longer to obtain clinical findings and they may be inaccurate. If healthcare professional #2 decides to obtain clinical information without the proper equipment, there will be challenges in understanding the competency of professional #2. Of course, these are hypothetical examples of variance to approaching patient care.
So, how do we decrease variance and improve quality improvement? Try using a checklist with your individual and team care. What’s working and what is the team great at? Are there some items that you would like to see improvement on? What are they and how will you measure success?
There are many opportunities to use QI activities to improve patient safety. Whether through implementing them in a SBE experience or in real-time, the benefits to the patient are positive. And, that’s who this is for.
Have an outstanding week,
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About the Author: Matthew Jubelius 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.ca