SUBMISSION ABSTRACT INASCL 2012 Developing strategies of leadership to create high-performance simulation collaborative groups Lab Coordination and managment Novice Poster Presentation Patricia Durán, MSc. Microbiologist. MSc.Education Coordinator of Centro de simulación integral en salud. Carlos Ernesto Meyer. Administrator. Administrative Director. Fundación Universitaria del área Andina. Pereira. Colombia, South America.email@example.comPhone contact 0573173008135 firstname.lastname@example.org Fundación Universitaria del área Andina. Pereira. Colombia, South America. ABSTRACTa) Background/Objectives:Identify tools of leadership and coaching to motivate and create collaborative teams tobuild high-performance collaborative teamwork simulation and build scenarios developinginnovative educational materials to strengthen practice in the simulation center of integralhealth, to prepare students for making decisions and developed communication skills andtheir future performance in real environmental of health sciences.Several challenges present themselves to the creation and maintenance of a comprehensivesimulation center: Financial, motivational, logistics, resistance to change, and lack of timeamong others. But the one which overcomes this line of sight is to maintain motivatedpeople towards simulation and communication channels based on leadership theories.Knowing some methodological strategies to address these challenges and achieves thecreation of transdisciplinary collaborative teams that are motivated towards theappropriation of technology, scenario building, through partnerships with sim-suppliers,national and international associations, creation of training scenarios, assistance towebinars, cross-training among managers, directors, teachers and students aroundsimulation, creating a virtual site of sim-communications, and made budgets based onstrategic watch some of the methodologies are implemented to achieve the sim-purposes.Sim-labs needs to establish organizational models, establish, maintaining and evaluatingskills laboratories, create business plans, organize de schedules for the day-to-dayoperations, evaluate plans and methods among others that required a high performanceleadership training for the members and users of the sim-lab.b) Methods/ aims or expected outcomesThe Methods used for leadership based on theories as The Affiliative Managerial styledescribed by the experts on it like HayGroup,can be applied to simulation labs to createwarm, friendly and productive collaborative team-groups in sim-labs. Also, simulationtechniques, must be applied to contribute to the motivation of collaborative groups forimprove the communication in the administration of sim-practice between nurses and otherprofessionals, using one instrument design for evaluate communication based on the
“ISBAR” instrument and adapted for leaderships and sim-users introduce them to play rolesfor the administrative team of the sim-lab in order to improve simulation practice inhospitals and educational institutions. It can help to team members of the collaborativeteam in simulation feel valued as individuals and motivated people to the sim-environments. It recognizes each team member‟s emotional needs: administrative,chancellors, students, nursing, optometrists, radiologists, physician, physiotherapeut amongothers. When using this leadership style as a form for create and maintain the collaborativegroups. One of the most leadership categories that can be applied for achieve it, are: Promotes friendly interactions among co-workers in simulation Teach about leadership and new communication techniques Places more emphasis on meeting team members´ emotional needs than just task directions, goals and standards. Pay attention and care for „the whole person‟ and stresses things that keep people happy around the simulation performance. Identifies opportunities for positive feedback for best decisions and avoids performance related confrontations. Rewards personal characteristics as much as job performance towards the goal: appropriation and return on investment of the simulation lab.Leadership is “the process of influencing others to achieve a common goal”, and sim-labsrequires of this as a process to involving a collaborative team like “sim-groupscommittees” to made strategy vigilance about new technology and evaluate it, to makegood decisions on investment, to incorporate it in curricula, to schedule the practices, toincorporate evaluation instruments, to create educative materials and to motivate to thechancellors and chiefs toward simulation investment. These committees also must toinclude students and Public Health experts to feedback the needs of the environment andsocial and health priorities. It occurs at many levels of the organization: from the front linesto the upper management, and that it focuses on goal attainment.The challenge is to inspire the growth of sim-activities and improve it in all levels to makecenters more productively get the right work. Between the recognizable theories that can beapplied on this project area: Trait Theory, which states that leaders of Simlabs to sharespecific attributes such as emotional intelligence and motivation, or the Behavioral Theorywhich states that leaders exhibit one of two types of behavior either focusing on skills orpeople. (Kreitner and Kinicki, 2008; McShane and Von Glinow, 2005; Shortell andKaluzny, 2000). However, the prevailing wisdom, according to most sim-research, seems tobe utilizing different styles of leadership for different situations known as SituationalTheory and Transformational Leadership.Another method that can be used to promote simulation in the institutions is the use ofseveral different situational models including the Path-Goal Model and the LEAD Model.According to this model, leaders help followers be selecting a style of leadership (directive,supportive, participative or achievement-oriented) that motivates followers and helps themmove toward the desired reward same that the sim-facilitator needs to create a scenario. Inessence, followers are on a path toward a goal, and leaders are there to help followers reachthat goal through guidance, coaching and direction. Path-goal theory is a contingencytheory, in that it predicts how leader‟s style will interact with follower needs and the natureof the task and to achieve the sim-learning.
It argues directive leadership for ambiguous tasks, supportive leadership for repetitivetasks, participative leadership for unclear, autonomous task and achievement-orientedleadership for challenging tasks. One of the most widely accepted situational theories is theContingency Theory based on the work of Fred Fiedler. This theory states that leadershipeffectiveness is contingent upon the variables of different situations, the leader‟s style andamount of situational control. Fiedler noted that leaders have two different styles describedas either relationship-oriented or task-oriented and that depending on the amount of controla leader has over a given situation different leadership styles are appropriate (Kreitner andKinicki, 2008) all those categories need debriefing after the action. Another situationalleadership theory, the Path-Goal Model developed by Robert House, is based on theexpectancy theory that leader behavior influences the expectations of teacher and studentsand subsequently that leader‟s influence subordinate behavior by tying the satisfaction of aneed to “sim-performance”.c) Findings/ or evaluation dataTo goal the objectives at the simulation lab, some strategies must to be developed toachieve it. It is not the task or just responsibility only of the coordinator or the chancellor,or of the administrative department, and perhaps of the teacher of simulation alone. Somestrategies for developed collaborative groups have been used to create scenarios in curriculacross are: invitation to suppliers to show the technological advances, adoption assistance toNational and International events of clinical simulation, share the information between thecommittees, to know good experiences of simulation support among clinical centers,training of teachers and facilitators for creating scenarios and role play, creating continuingeducation courses in other fields for nursing as: laparoscopic surgery, interpretation ofradiologic image using 3D, and augmented reality, update teachers in new diagnosis test tocreate new scenes for the future simulation performance in clinics, train teachers inmanagement of audio, video and 3D software, video processing, creation of High fidelityvideos, implement MOODLE, to know how to use tools like survey-monkeys in curricula,implement the virtual reality, include the creation of avatars like second life and so on.Inorder to verify how the sim-lab are working, we implemented a virtual ISBARquestionnaire adapted to our patient: the sim-lab state of art, security and sustainability andto verify the compromise of each member of the group with the sim-lab and to know theway to determine the way forward for the attainment of the objectives:ISBAR FOR SIMLABS STAFFEVALUATION FOR COMMUNICATION BETWEEN MEMBERS AND DIRECTIVES OF SIMLABSAdaptation by Patricia Durán Ospina for the original ISBAR simulation instrument.Centro de simulación integral en saludFundación Universitaria del Área Andina Seccional Pereira IDENTIFY I NAME________ DATE___________HOUR________UNITY_____________ CREDENTIALS___________________ ROL ON SIMULATION LAB____________________________ PRESENTATION____________________FACULTY______________________
SITUATION (Why you are assistant to this committee) S I am here because I want to improve simulation practice in our institution__________ Office______________________ Profession___________________________ Or I am assisting because __________ I think that the sim-lab needs to be ____________________ I am concerned about __________________________ BACKGROUND (to count the history) B I am here at the simlab because there are no teachers and students on it__________________ or I need the return of investment_____________or I want to congratulate for successful_____________________ Foundation date of sim-lab____ Number of high fidelity simulators_________ Number of low fidelity simulation___________High-fidelity manikies_______More used Units__________ Number of teacher that use it_____ How many practices per week_____________ I am integrating simlab to my curricula___________________ Last training on simulation____________ Simulators I want to buy___________ Number of Case scenarios I am created_____ Number of Visit to the Webpage sim for new communications ______Courses implemented using simlab__________High fidelity videos developed by the teachers_________ Ideas for new infrastructure of the simlab_____________Number of Meetings of the transdiciplinary members at the simlab__________ We invest Money/dollars/euros to the simlab__________ ASSESMENT (I think that it is going on is)A I think that the problem/succesful is ___________________________ The sim-lab requires more people/sim/training__________________ I am not sure but I hope that we need ________________ for this we needs to_________________ Example_________________________________________ Are you compromise with the simlab because________________________________ REQUESTS (things you need to do with the Simlab ) R I suggest that ___________________________ We have to_________________________ We have to join to the INASCL because _______________________________ Do you want to join as to the next meeting of simulation because ____________________________ The sim lab requires of your great ideas___________________ We suggest to _______________________________d) Conclusion/ Implications The new leadership strategies to be implemented in the management team, training of students and the staff members who compromise the simulation laboratory to improve communication, developments and allows the tangible and intangible investment is more than an asset and allows for innovation and development within them. All personnel involved must cross strategies and good leadership succeeds, the same happen to the patient´s safety is involved for laboratory safety and self-sustainability. This poster will demonstrate some of the methodologies and achievements created to form multidisciplinary collaborative teams including nurses, optometrists, microbiologists, administrators, managers, health personnel, engineering, graphic designer, and know the equipment must be involved in role play and the stage of a simulation center.
The simulation technology is constantly growing and the practice rooms in hospitalshas advanced in technology, laparoscopy, robotics, new diagnostic test and healthstudents should acquire these new skills to work in virtual environments moreattractive, which is achieved through clinical simulation if is emotional andcollaborative teams working on it. The clinical simulation theorists have advancing inthe development of validated instruments, in research that shows that the simulation isan effective method for learning, but form high quality level teams is the only way toapply these concepts and incorporate them into daily living in hospitals for patientsafety. Leadership techniques are transversal to all the knowledge an attitudes for bestdecisions between coordinators, directives and managers to take the best managers totake the best route to self-sustainability of the sim-lab. The same educational tools canbe adapted to train the staff like an effective method of socialization and motivation toimplement them in context to the needs of the health students.Each lab-sim must to adapt the skills of their institution, their protocols and their needsand therefore the materials must be created depending on institutional policies and intheir geographical localization, health public policies, to be more relevant in virtualenvironments so they must construct flexible scenarios, open mind adaptations andinvestments according to the social categories that wish to influence with theeducational simulation.In association with the Faculty of Health, the Vice-Chancellor, AdministrativeDirectionsome strategies had been implemented to motivate the use of simulation center as acollaborative team work to select leaders and teacher profiles and collaboratevoluntarily team-works that have been generated some strategies and create innovativeeducative materials for simulation such as: Paid and free academic hours for time for teachers working on educative materials on simulation from the different programs Support clinical simulation training assistance and participation in national and international events Posters and conferences of teachers on these events With the students of alliance Andina a program that selects the profile of health area students who wish to participate in the creation of scenarios, implementation and support guides with teachers and have discount on the fee. Developing of high-fidelity videos with different protocols you wish to acquire skills on other fields (radiology, visual health, laparoscopy, robotics) We created a Moodle website with basic management guidelines of the institution simulators (adapted to Spanish) to share all the info and activities for simulation around the world. Have developed simulation and training courses for teachers, students, where managers may attend with the support of clinical simulation providers We have designed courses that use the continuing education clinic simulación as one of their methodologies Visiting other schools and internships are to acquire skills in the teaching of clinical simulation. Create a team work between the chiefs and teachers of different health programs. Periodical training on high tech simulations and maintenance of these.
An internal annual price for the best MEC computerized educative materials on simulation implemented with TICS To promote Videoconferences and webinars assistance for all the academic community. Pay annual Membership to INASCL and Asociación Colombiana de simulación clínica. Sharee) Relevance to conference themes