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P-268 Just like the real thing? Using simulation as a resource for enhancing learning
  1. Juliet Bennett,
  2. Ruth Bacon and
  3. Tilly Stevens
  1. St Wilfrid’s Hospice, Eastbourne, UK


Background Increasing complexity in all healthcare settings requires a range of creative educational strategies for multidisciplinary (MDT) learning. A SWOT analysis of, and feedback from existing clinical skills training delivery at our hospice, revealed a consensus to trial ward -based simulation training as an adjunct. Several studies have highlighted benefits of simulated learning environments in improving critical thinking, team communication and confidence, as well as technical skills, in a safe and non-threatening environment (Shepherd, McCunnis, Brown, et al. Nurs Stand. 2010; 24(35): 42–48; Koukourikos, Tsaloglidou, Kourkouta, et al. Acta Inform Med. 2021;29(1):15–20). We are evaluating the impact of a new simulation facility as a quality initiative to enhance access to and efficacy of training delivery.

Aims To establish a simulation room as an accessible resource for experiential learning. To maximise the attainment of clinical skills competencies, enhance MDT confidence in problem- solving for complex cases and improve collaboration using simulation.

Methods May 2022-Sept. 2022: Training delivery evaluation, analysis of feedback, SWOT analysis and internal consultation. Oct. 2022 – Jan. 2023: Literature review, consensus opinion, Identification of suitable space, set up training resources. April 2023 – Sept. 2023: Further SWOT analysis to explore progress, establish regular simulation training exercises based on complex clinical scenarios. Sept. 2023 – Oct. 2023: Evaluate impact using the Clinical Learning Environment Comparison Survey (CLECS) as a validated tool. Analysis of findings in 6 domains; communication, process, holism, critical thinking, self-efficacy and the teacher-learner dyad. Evaluate the levels of attainment of a range of clinical skills competencies.

Results Work in progress.

Conclusions We anticipate that our findings will provide insights into how we might use simulation to enhance learning opportunities and the development of a range of technical and non-technical skills. We will make recommendations for future study, in particular we then need to examine the transferability of the simulation experience into ‘real life’ clinical situations and the benefit to patients.

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