The effectiveness of clinical simulation in professional healthcare programmes to improve students' situational awareness during acute deterioration

Promotional abstract: This research aims to evaluate the effectiveness of simulation scenarios in educational health-related programmes to support the development of student situational awareness skills. ‘Situational awareness’ (SA) is an emerging topic of interest and is vital to prevent adverse outcomes for patients. It reduces inability to identify deteriorating vital signs and delaying of intervention. The research investigates SA development using simulation within an HE environment for students. The study is due to be conducted within North West Universities (UK). The intervention consists of simulation sessions utilising an adapted Situational Awareness Global Assessment Scale to evaluate students’ responses to scenarios. Feedback forms analyse the students’ perceptions and engagement with simulations. Main focus/theme of, or issues addressed by, the poster: The benefits and barriers of using simulation to improve students’ situational awareness in clinical practice. Research approaches and underlying evaluation: The research adopts a mixed-method approach, capturing the impact of simulation on students’ situational awareness and their perception of events during patient deterioration scenarios. As situational awareness is a multi-factorial and complex concept, data on both performance and perceptions of students is gathered. Evaluations note improved student engagement and experience using simulation. However, the facilitation methods of simulation causes variance in the enhancement of situational awareness skills. Implications for healthcare education: Overall, simulation provides exciting and innovative methods of facilitating learning when planned and organised effectively. Simulation use is recommended, however, balanced between challenging students and supporting them to engage. With appropriate preparation, design and delivery, clinical simulation can have positive impacts on students’ situational awareness skills, improving their competency and performance when being presented with deteriorating patients. However, to further improve student experience, greater comprehension of the methods of simulation and variable factors impacting ability to engage must be evaluated. Barriers preventing students performing in simulated environments also requires greater attention if simulations are to continue to develop and enhance