University of Hertfordshire

By the same authors

View graph of relations
Original languageEnglish
Publication statusPublished - Jun 2017
Event23rd Annual Meeting of the Society in Europe for Simulation Applied to Medicine - Paris, France
Duration: 14 Jun 201716 Jun 2017

Conference

Conference23rd Annual Meeting of the Society in Europe for Simulation Applied to Medicine
CountryFrance
CityParis
Period14/06/1716/06/17

Abstract

Introduction & Aims Providing safe, efficient, cost-effective, and quality services to patients are the primary aims of healthcare organisations. Nurses play a very significant role in achieving these aims. Nursing leaders are responsible to effectively manage their workforce to achieve the desired outcomes of their healthcare organisation. They need to have human resource management skills, motivate employees, and ensure positive patient care outcomes. Decision-making, problem solving skills and professionalism are fundamental to nursing management. These skills are also important for other nurses who need to demonstrate a degree of autonomy and gradually gain power in their profession. Such skills should be developed formally as part of nursing management educational programmes. The present study aims to: a. Interact with healthcare professionals and educators in Qatar to gain new experience and eventually improve simulation practices in Ankara, Turkey – with a focus on nursing management problem solving and decision making. b. Develop and pilot simulation scenarios in nursing management education. Description The first author undertook a 3-week mentored placement at Hamad Medical Corporation (HMC), Doha, Qatar, in 2016 focusing on healthcare simulation in relation to nursing management. During that period, 4 scenarios were developed and piloted with volunteer senior nursing staff in a confederate or participant capacity in the Trauma Intensive Care Unit and Medical Unit. The scenarios included issues around patient safety, quality management, staff conflict, and malpractice. 18 head nurses, charge nurses, and nurse supervisors were involved as participants over the 4 scenarios, and the confederate and acting roles (nursing staff and patients’ relatives) were acted by senior nurse educators. Discussion We should not only focus on developing students’ nursing cognitive and psychomotor skills but also cover other cognitive, behavioural, and emotional components in relation to nursing management. Teaching managerial skills to nurses before graduation can be achieved using simulation followed by debriefing and discussion as we have recently experimented. Although not formally collected, verbal feedback from participants and nurse educators involved in piloting the scenarios was very positive. This innovative approach is considered for adoption as part of a nursing leadership development programme. The scenarios developed applied specifically to the units where they were being piloted from a staffing and nursing management structure point of view and need to be recontextualised for use in other educational environments or clinical settings. Acknowledgements: Special thanks to the HMC Nursing Education and Research Department and senior nurses at Hamad General Hospital for engaging this pilot educational activity.

ID: 12100518