The use of simulation to prepare and improve responses to infectious disease outbreaks like COVID-19: practical tips and resources from Norway, Denmark, and the UK

被引:75
作者
Dieckmann P. [1 ,2 ,3 ]
Torgeirsen K. [4 ]
Qvindesland S.A. [4 ,5 ]
Thomas L. [6 ,7 ]
Bushell V. [8 ]
Langli Ersdal H. [1 ,9 ]
机构
[1] Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Stavanger
[2] Copenhagen Academy for Medical Education and Simulation (CAMES), Center for Human Resources and Education, Herlev and Gentofte Hospital, Borgmester Ib Juuls Vej 1, Opg. 1 - 25th floor, Capital Region of Denmark, Herlev
[3] Department of Clinical Medicine, Copenhagen University, Copenhagen
[4] Stavanger Acute Medicine Foundation for Education and Research (SAFER), Stavanger
[5] Department of Research, Stavanger University Hospital, Stavanger
[6] Emergency Department, Kings College Hospital NHS Foundation Trust, London
[7] The Blizard Institute, Queen Mary University, London
[8] Postgraduate Medical and Dental Education Department, Kings College London, Denmark Hill, London
[9] Department of Anaesthesiology and Intensive Care, Stavanger University Hospital, Stavanger
关键词
D O I
10.1186/s41077-020-00121-5
中图分类号
学科分类号
摘要
In this paper, we describe the potential of simulation to improve hospital responses to the COVID-19 crisis. We provide tools which can be used to analyse the current needs of the situation, explain how simulation can help to improve responses to the crisis, what the key issues are with integrating simulation into organisations, and what to focus on when conducting simulations. We provide an overview of helpful resources and a collection of scenarios and support for centre-based and in situ simulations. © 2020, The Author(s).
引用
收藏
相关论文
共 63 条
[1]  
Brazil V., Purdy E.I., Bajaj K., Connecting simulation and quality improvement: how can healthcare simulation really improve patient care?, BMJ Qual Saf., 28, 11, pp. 862-865, (2019)
[2]  
Brazil V., Translational simulation: not ‘where?’ but ‘why?’ A functional view of in situ simulation, Adv Simul (Lond), 2, (2017)
[3]  
Speirs C., Brazil V., See one, do one, teach one: is it enough?, No Emerg Med Australas., 30, 1, pp. 109-110, (2018)
[4]  
Ajmi S.C., Advani R., Fjetland L., Kurz K.D., Lindner T., Qvindesland S.A., Et al., Reducing door-to-needle times in stroke thrombolysis to 13 min through protocol revision and simulation training: a quality improvement project in a Norwegian stroke centre, BMJ Qual Saf., 28, 11, pp. 939-948, (2019)
[5]  
Cook D.A., Andersen D.K., Combes J.R., Feldman D.L., Sachdeva A.K., The value proposition of simulation-based education, Surgery., 163, 4, pp. 944-949, (2018)
[6]  
Lavelle M., Reedy G.B., Attoe C., Simpson T., Anderson J.E., Beyond the clinical team: evaluating the human factors-oriented training of non-clinical professionals working in healthcare contexts, Adv Simul (Lond), 4, (2019)
[7]  
Cook D.A., Hamstra S.J., Brydges R., Zendejas B., Szostek J.H., Wang A.T., Et al., Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis, Med Teach., 35, 1, pp. e867-e898, (2013)
[8]  
Bearman M., Greenhill J., Nestel D., The power of simulation: a large-scale narrative analysis of learners’ experiences, Med Educ., 53, 4, pp. 369-379, (2019)
[9]  
Petrosoniak A., Brydges R., Nemoy L., Campbell D.M., Adapting form to function: can simulation serve our healthcare system and educational needs?, Adv Simul (Lond), 3, (2018)
[10]  
Paige J.T., Terry Fairbanks R.J., Gaba D.M., Priorities related to improving healthcare safety through simulation, Simul Healthc, 13, pp. S41-S50, (2018)