LAUSR

Introduction UHCW is a Major Trauma Centre serving a population of over one million, treating in excess of 1500 major trauma cases each year. As a high pressured and complex discipline it is imperative for the trauma team to work effectively to ensure good patient outcomes. Current research demonstrates the effectiveness of trauma simulation as an educational process.1 Our intention is to improve team cohesion and confidence in the management of trauma patients with the ultimate aim of improved patient safety. Project description We encountered several challenges. The initial hurdle was financial. Various options were considered with the eventual outcome being a successful bid to UHCW charitable funds. Multiple meetings were convened with relevant stakeholders to establish the learning outcomes, target audience, and simulation design. Further hurdles materialised from the initial meetings; what seemed a straightforward concept became more complex and delayed progress. One debate evolved around in-situ versus simulation centre based delivery. From previous local experience an in-situ simulation of this scale was impractical. Scenario development and programming was equally challenging and required several adaptations. A multidisciplinary faculty was trained through our local faculty development course. Dedicated time was agreed from each individual to support future courses. Our target audience were members of the local trauma team. Clinical leads from the relevant disciplines identified appropriate candidates. Our aim throughout the process has been to maintain alignment with ASPIH and our simulation centre standards.2 A teamwork safety questionnaire has been designed to evaluate the course’s impact. Summary of results The course was then designed and piloted successfully with involvement from the relevant specialities. Following the pilot, focus groups were held to obtain feedback about scenario design and learning outcomes. Overall the feedback was extremely positive with all participants feeling it was beneficial to their personal development. Suggested areas for improvement related to adapting the level of complexity according to the candidates’ level of experience and exposure. Making these changes will ensure relevancy and applicability to all members of the multidisciplinary team. Discussion, conclusions and recommendations Despite the challenges faced we have succeeded in developing a well-designed purpose-built course linking to our initial learning objectives. Going forward, the plan is to deliver ten courses over the next twelve months. Our endeavour is to demonstrate improvements in team performance, confidence and cohesion. Evaluation data from these courses will be presented at the conference. References Barleycorn, D. and Lee, G.A., 2018. How effective is trauma simulation as an educational process for healthcare providers within the trauma networks? A systematic review. International emergency nursing, 40, pp.37–45. Purva, M. and Nicklin, J., 2018. ASPiH standards for simulation-based education: process of consultation, design and implementation. BMJ Simulation and Technology Enhanced Learning, 4(3), pp.117–125.