The Impact of Simulation on Increasing Competence and Self-efficacy in Recognition and Response to the Rapidly Deteriorating Patient: an International Multi-Country Perspective

Aim: To explore the impact of a hybrid simulation intervention on competence and confidence in recognizing and responding to the deteriorating patient. 

recognition and response to rapidly deteriorating patient

Preparing undergraduate nursing students to be work ready and safe practitioners can be a significant challenge within our current health-care landscape. Often a nursing student’s exposure to the rapidly deteriorating patient is unpredictable at best in clinical settings.

Managing the early signs of deterioration is critical to patient outcomes and are not always recognized in a timely manner. Many clinicians lack the skills to identify and manage the deteriorating patient.

Health professionals who do not have refined assessment skills may not recognize key early warning signs that a patient is deteriorating, signs that represent a failing respiratory, cardiovascular and nervous system.

Early identification is critical since patients experiencing cardiopulmonary arrest typically exhibit symptoms one to eight hours prior to arrest. It is in the implementation of effective initial interventions where adverse events such as cardiac arrest can be prevented. This situation is referred to as failure to rescue and once this occurs the patient often has poor outcomes.

Status

In progress

Principal Investigator

Dr. Sandra Goldsworthy

Collaborators

  1. Edinburgh Napier University, Edinburgh, UK (Dr. Susan Dawkes, Michelle Reilly)
  2. Bournemouth University, Bournemouth, UK (Dr. Sue Baron)
  3. University of Brighton, Brighton, UK (Dr. Nita Muir)
  4. Birmingham City University, Birmingham, UK (David Waters/Abbie Fordham Barnes)
  5. Douglas College, Coquitlam, British Columbia (Kymberly Bontinen)
  6. University of Calgary in Qatar, Doha, Qatar (Dr. Joanne MacDonald)
  7. University of Victoria, Victoria, British Columbia (Darin Abbey)
  8. Flinders University, Adelaide, Australia (Dr. Didy Button)
  9. University of Manitoba has to be added (Dr. Nicole Harder
  10. Queen’s University (Dr. Kim Sears)

Grant support

Research professorship, UCalgary Nursing; In-kind support Laerdal Medical and Wolters Kluwer Publishing