The power of voice: Identifying the enablers of, and barriers to, doctors’ and nurses’ engagement with multidisciplinary simulation-based education

Ms Samantha Hoole1,Dr Pauline Calleja2, Prof. Ramon Shaban3

1Queensland Health, Bundaberg, Australia, 2Griffith University, 3University of Sydney

Working in the emergency care environment, the multidisciplinary team face constant challenges managing fast-paced clinical workloads, high acuity and often loud and distracting environment. Improving team work and communication is integral to providing safe, patient centred care. Multidisciplinary simulation-based education is a proven tool to develop clinical skill, knowledge and team work leading to improved patient safety and high quality, evidence-based care. Despite this, there are still barriers to its implementation in healthcare and in some instances, clinicians seem reluctant to engage with simulation-based training. A two-phase study was undertaken to answer the question “What are emergency doctors’ and nurses’ perceptions of the enablers of, and barriers to, meaningful and relevant clinical education through multidisciplinary simulation?”. Phase One consisted of a validated survey, Phase Two was a series of one-on-one interviews with six doctors and six nurses partaking in a high-fidelity simulation-based education program designed as part of the Australian College of Emergency Medicine (ACEM) training program. This oral presentation will discuss the findings from the Phase Two interviews. These findings were categorised within Enablers and Barriers as they related to the research. Enablers included three themes: Learning Through Observership, Learning in a Safe-Space and Team Development. The three themes within Barriers were: Social Factors, Immersion and Facilitation. Notably, nurses identified that the nursing role was undervalued in multidisciplinary simulation-based education, reporting they lacked an active voice within the scenarios. They felt that the scenarios were not representative of their role within the emergency team. More research is needed to identify methods to improve the integration of nursing objectives and outcomes into multidisciplinary simulation, ensuring that all disciplines have an active voice.


Biography:

Sam is an experienced emergency nurse currently working as an Emergency Nurse Educator in Bundaberg, Queensland. Sam is a passionate advocate for multidisciplinary education with a focus on the empowerment of individuals through peer education and mentorship. The highlight of emergency nursing and education is being part of people’s “light-bulb moments”. When things fall into place and they reach a place of understanding. This moment is satisfying regardless of your professional discipline or level of experience.

Sam believes inspiring and authentic leadership enables a new level of engagement and insight with your work and your peers. It leads to a supportive and inquisitive culture that creates energy and enables excellent patient care in the challenging ED environment.

Sam recently completed her Masters Degree in Emergency Nursing after undertaking research to explore the enablers of, and barriers to meaningful and relevant clinical education through multidisciplinary simulation.