Improving quality through simulation; developing guidance to design simulation interventions following key events in healthcare

• Published in: Advances in simulation (London) Vol. 9; no. 1; pp. 30 - 5
• Main Authors: Diaz-Navarro, Cristina, Jones, Bridie, Pugh, Gethin, Moneypenny, Michael, Lazarovici, Marc, Grant, David J
• Format: Journal Article
• Language: English
• Published: England BioMed Central 17-07-2024; BMC
• Subjects: Collaboration; Critical incident; Education; Health care; Innovation; Intervention; Key event; Learning; Patient safety; Quality improvement; Safety management; Simulation; Teachers; Teams; United Kingdom > UK; Wales; Patient safety; Quality improvement; Critical incident; Simulation; Key event
• ISSN: 2059-0628; 2059-0628
• DOI: 10.1186/s41077-024-00300-8

Simulation educators are often requested to provide multidisciplinary and/or interprofessional simulation training in response to critical incidents. Current perspectives on patient safety focus on learning from failure, success and everyday variation. An international collaboration has led to the development of an accessible and practical framework to guide the implementation of appropriate simulation-based responses to clinical events, integrating quality improvement, simulation and patient safety methodologies to design appropriate and impactful responses. In this article, we describe a novel five-step approach to planning simulation-based interventions after any events that might prompt simulation-based learning in healthcare environments. This approach guides teams to identify pertinent events in healthcare, involve relevant stakeholders, agree on appropriate change interventions, elicit how simulation can contribute to them and share the learning without aggravating the second victim phenomenon. The framework is underpinned by Deming's System of Profound Knowledge, the Model for Improvement and translational simulation. It aligns with contemporary socio-technical models in healthcare, by emphasising the role of clinical teams in designing adaptation and change for improvement, as well as encouraging collaborations to enhance patient safety in healthcare. For teams to achieve this adaptive capacity that realises organisational goals of continuous learning and improvement requires the breaking down of historical silos through the creation of an infrastructure that formalises relationships between service delivery, safety management, quality improvement and education. This creates opportunities to learn by design, rather than chance, whilst striving to close gaps between work as imagined and work as done.