Key themes: Education (training, assessment, curriculum), Research and development, Skill acquisition

Academics

1. Mrs. Sara Oxbury Ellis, Senior Lecturer Clinical Skills Simulation & Digitalisation, Wrexham University, sara.oxbury-ellis@wrexham.ac.uk
2. Mr. Shaun Corkhill, Senior Lecturer in Paramedic Science, Wrexham University

Aims & Objectives

The main driver of the case study was to empower student-led simulation for which observational and debriefing skills are essential components. Although there appears to be various generic tools available to support development of these skills, they seem to be separate tools, focusing on either observational or debriefing and there are none known to be specific for paramedic science students, within the UK. Consequently, a bespoke dual purpose observational-debriefing model tool was created called FACED, with the intention to promote increased student-led learning and assessment, through its use.
A small-scale study was undertaken to evaluate the tool’s effectiveness with three main objectives:
1. Evaluate students’ existing levels of knowledge and confidence regarding observational and debriefing skills.
2. Increase knowledge and confidence regarding these skills through focused teaching, introduction and instruction of the tool and enable opportunities for it to be used through student-led simulation activities.
3. Re-evaluate students’ levels of knowledge, understanding, and confidence regarding observational and debriefing skills.

Details

Following ethical approval, a small-scale mixed methods study was undertaken with nine, second-year paramedic science students who were invited to participate. Utilising anonymised Microsoft Forms, the first questionnaire collected qualitative and quantitative data exploring the students knowledge and understanding of observational and debriefing skills, incorporating Likert-Scale scoring and free text responses. This was followed by a focused teaching session on these specific skills, and an introduction, with instruction for use, of the FACED dual observational-debriefing tool. A series of simulation-based activities were then undertaken by the students using the tool. They were then invited to complete a second questionnaire, revisiting knowledge and understanding of observational and debriefing skills, together with a measurement of confidence levels and opinions of the tool.

Impacts

Analysed results revealed reported increased knowledge and understanding of observational and debriefing skills and how the two skills sets are linked. It highlighted the possible need for focused development of these skills within the early parts of the curriculum, rather than relying on gaining these skills solely from practice, particularly as students appeared to confuse the term ‘observational’. This term was predominately assigned to the clinical skills of ‘observing’ a patient and/or taking ‘observations’. The pre-questionnaire also highlighted the lack of connection between observational skills and situational awareness, which are integrally connected skills sets. For both skills, there was an overall increase in confidence levels of using them and the tool was deemed useful for enabling students to take the lead within simulation activities such as active observational engagement, safe positive debriefing and encouraging self-reflection. The tool has now been adapted to be specific for other allied health and nursing programmes and is utilised widely within simulation sessions.

Next Steps

The dual observational-debriefing tool will be continually promoted to encourage student-led simulation activities, as well form an avenue to develop these essential skills sets, supported by curricula content development to incorporate focussed teaching in the early stages of professional studies. Discussions are taking place to investigate the implementation of this tool within clinical practice, considering its use in an inter-professional context as a way of supporting skills development and exploring how different health professionals interpret clinical situations.

Links

• Healthcare Heroes: Tomorrow’s World- Wrexham Talks Research, October 2024