The document discusses using simulation training to prepare paramedic students for real-life scenarios. It describes using various locations around campus to simulate different emergency situations like traffic accidents, stabbings, and falls. Students responded positively to the realistic scenarios, saying it improved their learning compared to traditional classroom simulations. The effort put into the realistic simulations was appreciated and students felt it better prepared them for practice, built their confidence, and allowed them to adapt guidelines to new situations.

1. Any Space Can Be An Inspirational
Learning Space (with a little imagination
and a lot of hard work)
Janine Timms TechnicalTeamLeaderinHealth
Sharyn Edwards SeniorLecturerinParamedicPractice

2. Dip HE Paramedic Practice
• Currently commissions from East Midlands Ambulance
Service and Yorkshire Ambulance Service
• 2 Intakes per year of a total of 160 students / year
• Students time split between University and practice
placement
Course Delivery

3. Role of a Paramedic Student
• Shift work (12 hour + in some cases)
• With ambulance crews / fast response cars
• Called out anywhere, anytime to potentially anything
These students are workforce of the NHS
from the day of enrolment through out
their education.

4. This is built on a 7 skills approach of:
• Situation awareness
• Decision making
• Communication
• Teamwork
• Leadership
• Managing stress
• Coping with fatigue
(Crichton et al, 2013)
SIMULATION - (HWBDefinition:Atechniquenotatechnologythatallowsyouto
developandpracticeskillsinsafesupportedenvironments).
How do you prepare someone for the
unknown?

5. • Assuming previous literature is correct, a perfectly realistic
simulation becomes the gold standard as the precision of
the replication of the real world improves.
• Transforming clinical tasks in to meaningful and relevant
scenarios.
Dieckmann, et al 2007
Evidence of Simulation

6. Evidence of Simulation
Maslow's Hierarchy of Needs
Self-
actualisation
Esteem needs
Social needs
Safety needs
Physiological needs
Autonomous practice, graduation, employability
Contextualised simulation & environments, debrief,
promotion of peer assisted learning
Uniform, placement, practice / peer groups,
placement & academic mentors
Guidelines, clarification, PPE
Appropriate, relevant equiptment, tutor, learning
space
Maslow, A. H. (1954)

7. The Story so Far...
• Ensured the students have basic clinical and decision making
skills and built on these
• Communicated (a lot) between different stakeholders
• Invested in a lot of equiptment
• Viewed our campus with a fresh set of eyes and saw the
potential
• Put in some hard work
• Evaluated, reflected and modified
What CAN we do with our resource?

8. TRAUMA
Scenario:
Young Male found at the bottom of
the stairs appearing to have fallen.
He is unresponsive but breathing.

9. TRAUMA
Scenario:
Female found with stab
wound at a licenced
rave.
Creating simulated environment - which
would be impossible to recreate live.
Psychological fidelity - lighting, noise.
Creating deeper learning. Challenging.

10. TRAUMA- in a
controlledlearning
environment
Call out to a road traffic
accident involving a car
and a cyclist

11. TRAUMA
RTC, 1 casualty
complaining of neck
and chest pain.

12. All within
university site
but none
designated
teaching spaces

13. Pro's and Con's
Pro's Con's
Assessment for learning Resource intense (time, equiptment cost,
room utilisation, AL budget)
Challenges students Weather
More engaging / realistic Parking permits
Student experience / feedback (to follow) Security / safety
Enjoyable Recruitment of simulated patients
Promotes team work
Enhances communication skills
Highlights the need to address caring,
compassion and dignity of our patients
Released teaching space
Future facilitators

14. Is it Worth the Time and Effort?
Awesome few Weeks
Sharyn, just wanted to say thanks
for the last few weeks.
Having the scenarios with live
patients in more realistic settings
has made it so much better and
relative to practice.
The effort you have obviously put in
has been nothing short of awesome
and is wholly appreciated.
Scenarios! Thank you for preparing more realistic scenarios
for us. They're a lot more in line with my experiences on the
road so the opportunity to take the lead in patient assessment
and treatment (without risk to a real patient!) is a great
resource.
Specifically I've found that whilst the standard unresponsive
mannequin in the middle of a well light room is good for
showing you can remember and follow a flowchart, it doesn't
give you the opportunity to see how you can safely adapt and
utilise guidelines in a situation you've not seen before. For
instance an unresponsive patient laying facedown on the
stairs following a fall - when and how are you going to move
them to enable assessment without compromising their c-
spine or neglecting their airway…
Lots more of these please!"
Fantastic 2 weeks of
learning. Great scenarios,
challenging but
educational. Really
enjoyed even if it was a
learning curve. Thank
you.
Loved the scenarios. It's so advantageous for learning
to be able to be 'on scene' instead of in the middle of a
classroom... The thought process that has gone in to our
education from Sharyn has become so valuable to my
confidence and ability.
It has been fantastic
to use real life
situations to test our
skills and get us
thinking on our feet.
Sharyn you have
done us all proud...
Everyone was
talking about how
great the sessions
were.
I feel like I've learned loads, and
consolidated the things that were floating
around in my head unused!! The different
scenarios we did last week were brilliant...
Good idea to learn the standard ALS, PALS
etc, run through the flowchart in the class
first, then put into a scenario after.
I have thoroughly enjoyed doing the
different scenario sites yesterday. I
have learnt so much by making it more
realistic. Please could we so more of
this as it is really building my
confidence

15. What next?
In the real world:
• Continue to create suitable scenarios in suitable locations
• Evaluate further with our students ideas / cases they have attended which they
would like to reflect on
• Work with our service providers to access additional facilitators
• Investigate other "locations"
• Investigate the possibility of an ambulance cab / virtual ambulance
In the virtual world:
• Currently piloting 360 filming of an incident before the paramedic arrives on
scene which can be utilised for gathering information, including the paramedics
journey to scene
• Developed a 360 interactive Ambulance cab accessed on the web to help new
students orientate themselves around their workplace
More hard work!

16. Thank you for your time.
Any Questions?
Janine Timms
j.timms@shu.ac.uk
Sharyn Edwards
sharyn.edwards@shu.ac.uk
CRICHTON, M, O'CONNOR, P and FLIN, R, (2013). Safety at the Sharp End: A Guide to Non-Technical Skills. Farnham,
Ashgate Publishing Limited.
DIECKMANN , P, GABA, D, RALL, M, (2007). Deeping the Theoretical Foundations of Patient Simulation as Social Practice.
Simulation in Healthcare, Vol 2, No. 3, Fall 2007.
MASLOW, A. H. (1954). Motivation and personality. New York: Harper and Row.
References

17. Is it Worth the Time and Effort?
Awesome few Weeks
Sharyn, just wanted to say thanks
for the last few weeks.
Having the scenarios with live
patients in more realistic settings
has made it so much better and
relative to practice.
The effort you have obviously put in
has been nothing short of awesome
and is wholly appreciated.
Scenarios! Thank you for preparing more realistic scenarios
for us. They're a lot more in line with my experiences on the
road so the opportunity to take the lead in patient assessment
and treatment (without risk to a real patient!) is a great
resource.
Specifically I've found that whilst the standard unresponsive
mannequin in the middle of a well light room is good for
showing you can remember and follow a flowchart, it doesn't
give you the opportunity to see how you can safely adapt and
utilise guidelines in a situation you've not seen before. For
instance an unresponsive patient laying facedown on the
stairs following a fall - when and how are you going to move
them to enable assessment without compromising their c-
spine or neglecting their airway…
Lots more of these please!"
Fantastic 2 weeks of
learning. Great scenarios,
challenging but
educational. Really
enjoyed even if it was a
learning curve. Thank
you.
Loved the scenarios. It's so advantageous for learning
to be able to be 'on scene' instead of in the middle of a
classroom... The thought process that has gone in to our
education from Sharyn has become so valuable to my
confidence and ability.
It has been fantastic
to use real life
situations to test our
skills and get us
thinking on our feet.
Sharyn you have
done us all proud...
Everyone was
talking about how
great the sessions
were.
I feel like I've learned loads, and
consolidated the things that were floating
around in my head unused!! The different
scenarios we did last week were brilliant...
Good idea to learn the standard ALS, PALS
etc, run through the flowchart in the class
first, then put into a scenario after.
I have thoroughly enjoyed doing the
different scenario sites yesterday. I
have learnt so much by making it more
realistic. Please could we so more of
this as it is really building my
confidence