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Multi-discipline Emergency Training Planning

Multi-discipline Emergency Training Planning. Tim Hardy, BS, FF/LP EMS Lab Coordinator / Simulations Tech tim.hardy@blinn.edu 979-209-7334. Objectives. Recall the components necessary to plan and facilitate multi-disciplinary training using simulation

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Multi-discipline Emergency Training Planning

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  1. Multi-discipline Emergency Training Planning Tim Hardy, BS, FF/LP EMS Lab Coordinator /Simulations Tech tim.hardy@blinn.edu979-209-7334

  2. Objectives • Recall the components necessary toplan and facilitate multi-disciplinarytraining using simulation • Discuss relevant opportunities formulti-disciplinary training. • Discuss obstacles for multidisciplinarytraining and potential solutions to overcome those barriers.

  3. Blinn College Health Sciences • ADN Program • VOCN Program • EMS Programs • PTA Programs • Surgical Tech Programs • Rad Tech Programs • Dental Hygiene • Vet Tech

  4. Simulation Impact at Blinn 208 ADN 30 VOCN 195 EMS 15 Surg tech 30 Rad tech 50 PTA 528 students a year

  5. Blinn College HSC August 2011

  6. Simulation 9 Step Process 1. Identify the need. 2. Identify all the players. 3. Develop the measurable goals. 4. Determine the environment. 5. Understand the technology. 6. Develop & validate the scenario. 7. Implement the scenario. 8. Analyze the data & debrief. 9. Did you solve the problem? (Reflect)

  7. All humans make mistakes. Healthcare workers are human. Healthcare workers make mistakes. ~ Dr. Meera Kelley

  8. Identify the Problem • Define objectives and goals. • What are the areas of concern? • What do you hope to accomplish? • What options are available? • What have you tried? Results? • Is funding available?

  9. Identify the Players • Who are the stakeholders? • Community or in house? • Single discipline or multiple? • Who does the problem effect (directly or indirectly)? • Is the problem small or big?

  10. Develop the measurable goals • Outlines a purpose. • • Look for measurable processes. • • Defines educations role. • • Insures all pertinent information is being passed on. • • Allows for a formalized debriefing process to be developed.

  11. Understanding the environment • What group of clinical professional are your target? • Scope of Practice or Service? • Do you have all of the necessary equipment? • Alter measurable processes…

  12. Understanding the technology • Physiology Model or Instructor Driven • Computer Game vs. human sim • Haptic • 3D immersive or Wii?

  13. 3 Event Scenario • Pre-Event Briefing • Event Management • Post-Event Review (Debriefing)

  14. Types of Simulations • Computer-Based Simulation • Haptic Simulation w/ Haptic Simulators • Virtual Reality Simulation (Full Immersion Simulation) • Full Body Simulation • Standardized Patients

  15. Computer-Based Simulation

  16. Haptic Simulation –Virtual IV

  17. Full Body Simulation

  18. Types of Simulators • Partial Task Physical Trainers • Haptic Simulators • Full Body Simulators – Instructor driven Simulators – Physiologic Model driven Simulators

  19. Develop & validate the scenario • After developing goals and objectives. • Translate real world situations. • Have a process for testing / evaluating the scenario

  20. Programming the Scenario

  21. Implement the scenario • Have the learners work through the case. • No interruptions… • Be safe. • Have a program facilitator watch and grade.

  22. Simulation Rules of EngagementCode of Conduct • Patient is real • No torpedoes / bombs • Support only when requested • Never discuss performance outside the simulation / debriefing

  23. Debriefing Rules of Engagement Code of Conduct • Follow “Initial Goals and Objectives” • Maintain Privacy • Follow Adult Learning Principals • Have a backup plan – (In case of a change in the participants behavior or actions that need to be addressed) • Be open to changes in the Sim

  24. Analyze the data & debrief • Facilitate a discussion on the experience. • Provide information on their performance. • Site examples. • Utilize video recordings to reflect and reinforce. • Discuss – Discuss – Discuss

  25. DEBRIEFING “Feedback that enhances learning.”

  26. Debriefing Objectives • Reflective learning • Focus on performance, not performer • Safe environment to express feelings and ask questions • Link what has been learned in the simulated setting to the “real world”

  27. Video of Simulation for Debriefing • Students must know in advance that they are being videotaped how it will be used and when it will be erased • Signed permissions • Should you erase the tape after the debriefing? • If kept for viewing by others, permission needs to be provided by students

  28. Video Debriefing • Tag a moment for instant return – Mark a situational event – Flag for review • Annotate points in time – Text and Audio notes

  29. Screen shot of debriefing video

  30. Successful Simulation Debriefing • Improves communication (SBAR) • Improves team work skills • Improves awareness through clarity of roles/responsibilities • Improves information sharing • Eliminates barriers to quality and safety • Increases positive outcomes • Reduces errors • Creates a culture of safety

  31. Successful Simulation Debriefing cont…. • Examine the entire simulation process. • Obtain feedback from the students, instructors, and operators. • Examine how the simulation impacted the program. Was the original problem solved? • Did you change any process or a step within the entire process?

  32. Simulation Opportunities • Collaborate with other departments • Look for partnerships • Apply for grants (NIH, AHRQ,NLN) • Mass Casualties…how many organizations are present? • Who is impacted? • Join a consortium… • Share your experience

  33. Integration Simulation • EMS • LVN • ADN • Rad Tech • Surg Tech • Respiratory Therapy • Fire Science • Vet Tech • Dental Hygiene • Others…..

  34. Integration Simulation cont… • Know each programs capabilities • Coordinate objectives together • Allow students to help write the scenarios • Purchase equipment together

  35. Pic of multi scenari

  36. Obstacles….. • The Nay Sayers • Be prepared to explain to others how their students can play in • Over come resistance of integration • May need to ask what other do so that you know how they can play in to simulation. • MONEY!!! • In house champions • Buy In (bottom to top or top to bottom?)

  37. Review • Discussed the components necessary toplan and facilitate multi-disciplinarytraining using simulation • Discuss relevant opportunities formulti-disciplinary training. • Discuss obstacles for multidisciplinarytraining and potential solutions to overcome those barriers.

  38. Any Questions? Contact information:Tim Hardy, BS, FF/LPBlinn College 979-209-7334tim.hardy@verizon.net

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