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Be SMART in acute care

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Be SMART in acute care

  1. 1. Be SMART in Acute Care Kath Warren, Pete Smith, Mandy Motley Sheffield Hallam University Lecturer Practitioners & Terence McLoughlin The University of Sheffield Medical Student
  2. 2. Underpinning pedagogical philosophy PRESENTATIONS WORKSTATIONS SIMULATION COMMON SHARED INTERPROFESSIONAL Walsh 2009
  3. 3. Design and methodology • Pre & post questionnaire • Focus groups Sample Size Medical Students= Nursing Students= • Grounded theory approaches to analysis
  4. 4. What did we ask? Sample Questions • Knowledge of the deteriorating patient • Confidence levels • Perception of self in multiprofessional teams Focus Group/Evaluation • What has it been like to learn with another profession in simulation?
  5. 5. Role definition 'we all then had to play our roles together… we were asking each other what did you know? …what do you think we should do?... so I thought that was the best part' medical student 'There are certain things that we definitely learned from today about how we can function better with you guys' medical student 'its not about fighting …its about using our skills together…effectively ' nursing student I knew Drs were human but I didn’t know till now!” nursing student
  6. 6. Interprofessional Communication Its been an eye-opener for us … at the end of the day, yes we all have to work with different professions but if you and us, if we don’t work together properly then the patients had it! medical student I mean it might be best thing ever!.. you will be working with some of these people in the future….so it is probably best and it will help in that respect wont it. nursing student Yeah you understand their role from their perspective … you can see it from their side and from your side it makes it easier for both really medical student
  7. 7. Team expectation We never get actually taught what nurses can do and how much they can do, yeah its been good to do… because you can do things twice as fast together. medical student We get to see how each other works, they might have a stereotype of us that the day has broken down… I have realised that maybe we are on a similar level and we have only got one thing in common and that’s to deliver patient care together nursing student If you make this the norm where medical student and nursing students were taught routinely together it can only improve teams out in practice …can’t it? medical student
  8. 8. Clinical knowledge and confidence Working together helps build up your confidence …because when you go straight into practice you’re not really sure who your next point of contact but now I know the pathway and the people I can actually contact for help Medic … because then I think we were all working together asking each other “what did you know? what do you think we should do?” nursing student To get feedback on what you have done and said to the doctor… they can say…. oh actually I would have preferred it if you had told me about this or a bit more about that…. you learn what they expect of you as well nursing student
  9. 9. 'Why on earth haven’t we been studying together… we are working in the same environment with the same problems it seems ridiculous that this hasn’t come up already!' medical student Thank you With thanks to • Dr Michelle Marshall from The University of Sheffield • Dr Robin Lewis, Claire Walsh, Wayne Robson, Debbie Clark, Julian Newell from Sheffield Hallam University
  10. 10. Acknowledgements With thanks to • Dr Michelle Marshall from The University of Sheffield • Dr Robin Lewis, Claire Walsh, Wayne Robson, Debbie Clark, Julian Newell from Sheffield Hallam University

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