Short CommunicationVideo-Supported Simulation for Interactions in the Operating Theatre (ViSIOT)
Section snippets
Video-Supported Simulation for Interactions in the Operating Theatre Model: Translating Research Into Simulation
ViSIOT model (Figure) is a process involving two simulation scenarios (Scenario 1 and Scenario 2) and video-based debriefing. Each component feeds to the next, culminating in new ways of interacting in the final scenario. The progress from Scenario 1 to Scenario 2 illustrates movement from “unsettled” interactions to more “settled” interactions.
Scenario 1
In Scenario 1, the aim is to explore participants' naturally occurring responses to routine-like events. The scenario runs uninterrupted, and any difficulties are allowed to emerge freely. Interactions can flow smoothly or less smoothly depending on how participants act in response to their colleagues. The ViSIOT model has essentially targeted the training of theatre nurses and operating department practitioners (ODPs). Only the participating surgeons and anaesthetists are briefed beforehand.
Interactional Observations: Scenario 1
Table 1 outlines the key observations made in a ViSIOT training session with a group of second-year nurse and ODP students from a health and social care department of a London university. Scenario 1 represented a general elective operation. Nothing dramatic was induced to happen by the surgeon and the anaesthetist. However, a sense of urgency was built into the scenario, for example, when the equipment failed to work or surgical items were not readily available in the theatre (these features
Video-Based Debriefing
During debriefing, the ViSIOT facilitators highlighted the interactional observations made. Attention was drawn to the issues that may had passed unnoticed by the students, such as not verbally responding to colleagues. The authentic but anonymised videos used in the original research were deemed important debriefing material: it is important that participants do not rely on memory and feelings alone when reflecting on the experience and are not embarrassed by watching recordings of their own
Scenario 2
Scenario 2 provided an opportunity to try out the solution strategies and experience new ways of interacting (using the scenario set out in Scenario 1). The objective was to reduce the interactional difficulties that emerged during Scenario 1 (see Table 2).
Implications for Training
The observations suggest that the research findings are directly transferable to training, as similar issues with respect to visual monitoring, clarification, verbal responsiveness, and music were identified in the original research and in the simulation. Clinical educators should respond to the need for detailed interaction training, which has the potential to improve teamwork during real operations. Communication breakdowns, such as silence between team members, have contributed to tragic
Acknowledgments
The authors thank the clinical educators and students who participated in the Video-Supported Simulation for Interactions in the Operating Theatre (ViSIOT) training days. Special thanks to Kathy Nicholson. The model arises from a research project funded by the Economic and Social Research Council (RES-062-23-3219). Currently, the ViSIOT development is funded by the British Academy (PF140002). Preliminary ideas about ViSIOT were presented at the International Nursing Association for Clinical
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