Background: At an operation unit in Region Skåne Sweden started 2010 a new clinical educational program for team training targeted aesthesia- and operating room nursing students at advanced academicals level, junior physicians at training as well as new employed staff. The training takes place in the perioperative care. There was a need to enhance the clinical training for the students and newly hired staff to prepare them to a greater degree for their future career. In the long time even enhance the quality of care and patient safety. The pedagogical models that was implemented in the clinical educational program where Inter Professional Education (IPE), problem- based- (PBL), reflective- and peerlearning in group.
Aim: Prepare the participants for their coming career when it comes to competence in peri-operativ care, communication skills, teamwork, collaboration ability and ensure the patient safety more effectively.
Methods: The program consist of four parts, 1.Team training at a simulation center (simulated patient cases) 2.Team preparation the day before the operation. To get to know the patient cases. 3.Team training at the operating room (with real patients). 4. Reflective discussion and feedback within the group at the end of the day. Qualitative interview study about nurse anesthetist-students experiences has been conducted 2012. Internal evaluation at the surgery department has been conducted with both participants, tutors and physicians.
Results: Our evaluations indicates that training and learning together have a higher value for learning and enhance of abilities in various skills than doing it alone as a participants. Meaning, together each achieved more development and competence. The participants evaluated that this kind of team training is constructive in many ways and enhance their competence, self-confidence, self-affirmation, in giving peri-operative care as well as teamwork and collaboration. It stimulated the participant to be more active in their learning process. It also stimulates to increased ability in peersupport, reflection and critical thinking in group and individually. It prepared the participant to a lifelong learning. Also increase understanding of the other team-members and their profession and task at hand which enhance the team work and patient safety. Result showed unambiguously that increased independent training and learning and practicing together have a higher value for learning and development than doing it as a single student. The team constellation throughout the three parts of the training program combined with the permissive climate for the independent training in the operating room creates learning possibilities like problem based-, reflective- and peer-learning in group. It stimulated participant into student activated learning which becomes the focus and permeated the entire program. It stimulates to increased ability in collaboration, peer-support, peer-reflection and critical thinking in group as well as individually. This prepares them for lifelong learning. Team training and collaboration was an important part of the program and was highly appraised by the participants. The difficult perioperative care task demanded good collaboration – it could not be accomplished without the teamwork which the participants was trained to do. Participants were able to train the assistant function on both sides, which gave them a broader understanding of their profession and function in the team and the complexity of perioperative care. It showed that reflection and feedback gave both the group and the individual an enhanced learning and development in the ability to give perioperative care. Page 29 NWC 2017 NWC 2017 2nd Nursing World Conference October 16-18, 2017 Las Vegas, USA Trend showed also that the tutors developed their ability to tutor and which was confirmed by the tutors them self. Peer-tutoring became an important and constructive cooperation to secure patient safety and giving feedback to the participants in group.
Audience Take Away:
• Audience will be learning and get inspiration about how a clinical educational program at operation for anaesthetist- and operating room nurse students and junior physicians under residence training could be set up. They will learn how various functions in a team can be trained which is of importance for development participants and in long run also secure patient safety.
• Will learn and get inspiration how clinical training could be more sufficient pedagogical for medical staff and students from different professions.
• They will learn how participants can come together to practice and learn together in order to work together as well to enhance quality of care and patient safety as team.
• That peer support is a constructive for the participants. Risks, Negative competition, personality problems. Blind leading blind.
• They could start their own clinical educational program at their hospital to enhance quality of care both medical and caring.
• They could get an understanding of the value of using peer-learning and peer-tutoring to enhance the participants level of competence and let the participants to make use of their of the competence and experiences of the fellow participants to enhance their own competence.
• Learn about how tutoring could enhance in quality in order to guide and tutoring the participant to be more self sufficient in self-learning.
• Giving suggestions on what kind of pedagogical methods that can be used to enhance learning.
• Does this provide a practical solution to a problem that could simplify o make a designer’s job more efficient?
• According to World Health organization have been analysing research for many years is strongly advising that healthcare systems and educational programs do adopt this kind of Inter professional team training. It will enhance quality of care and patient safety!!!
• To run team training inter professionally gives great ways in practicing correct closed loop communication, teamwork and collaboration. Most of incidents that happens in the healthcare settings are due to communication problems/ misunderstandings like orders, administrations, who do what and when?