The Edge of Health

Category: Healthcare Simulation Week 19

Simulation Leads: Vicky Perrin and Janet Burdon | Nursing

Vicky Perrin

Vicky, what types of skills do you practice in Clinical Skills and Simulation?

We practice all types of skills within the clinical skills and simulation centre, including practical skills such as the taking of blood pressures and injection techniques, to more complex scenarios around service user assessment and diagnosis, as well as communication skills and professionalism.

How beneficial is simulation in your programme?

Simulation is integral to all of the programmes within the Faculty of health, social care and medicine, particularly nursing. It allows students to apply theory to practice in a safe environment, supporting the development of safe and effective care and increasing the confidence, problem solving and critical thinking skills.

What’s your favourite session to run with your students in Clinical Skills and Simulation?

I particularly enjoy any sessions where the students have to think outside the box, to see them being pushed outside of their comfort zone, and grow as a clinician as a result is really rewarding for me, and empowering for the student. Simulation and skills acquisition provides that opportunity.

What is your favourite piece of kit and why?

As a mental health nurse originally, rather than a favourite piece of kit, I like settings that mimic real life, so service users homes for example. Within these settings the students can practice and develop their communication skills, explore diagnosis and treatment options as well as debate ethical issues and consider the implications for practice.

What ‘Top Tip’ would you give to our students attending a session in Clinical Skills and Simulation?

Always come prepared, in most cases, pre reading or signposting to additional information is provided prior to a session. I would always recommend participating in this before the start, that way you will get the most out of the session and really enjoy the whole experience.

Janet Burdon

Janet, what types of skills do you practice in Clinical Skills and Simulation?

We practice Basic life support, Venepuncture, Manual BP, NG feeds, IV fluids, Catheterisation, Airway management, Suction and Medicines management in the Clinical Skills and Simulation centre.

How beneficial is simulation in your programme?

Very beneficial! Simulation enables students to link theory to practice and to bring different concepts together.

What’s your favourite session to run with your students in Clinical Skills and Simulation?

The Clinical Reasoning session with service users session focuses on communication and medicines management – this is my favourite session.

What is your favourite piece of kit and why?

My favourite piece of kit is definitely the manikins! I like the way they can communicate with students.

What ‘Top Tip’ would you give to our students attending a session in Clinical Skills and Simulation?

Prepare!!! Review the theory which relates to your upcoming simulation session. This will help you get the most out of the session.

Exercising with mobility restrictions

Edge Hill University students enrolled on the Exercise, Diet and Health Promotion module are required to produce a leaflet promoting physical activity to a specific population group, to address health inequalities. The leaflet must include population specific recommendations for how to incorporate physical activity into their lifestyle, considering any physical or environmental limitations they may have. As previous cohorts had expressed difficulty with translating physical activity recommendations into useable information for specific at risk populations, module leader Claire Blennerhassett introduced a practical workshop that tasked students to adapt specific activities for populations with mobility and sensory impairments.

During the session, volunteers wear the geriatric and bariatric suits to carry out different exercises and provide feedback on the suitability of the adaptations. Demonstrating their creativity, students have in the past adapted equipment and exercise to make them more manageable for those wearing the suits. Students have also shown compassion towards their peers as they support individuals to complete activities that were challenging due to physical restrictions.

The geriatric suit includes a back brace, elbow and kneepads to restrict the range of movement and weights attached to the wrists and ankles increase the effort of each physical activity. In addition, goggles, earplugs and gloves impair the senses of the student.

‘The worst part was the goggles, I couldn’t tell where the steps where. It was hard to know when I’d got to the bottom step’ said a past student.

Similar to the geriatric suit, the bariatric suit also reduces the students range of movement however this is done by adding extra weight which increases the perception of effort.

Physical activity has the potential to improve the health status and quality of life of an ageing population, and also reduce the rates of obesity locally and globally. Giving students the skills to translate the Department of Health’s physical activity guidelines into useable information for individuals is a valuable employability skill for those pursuing a career in health and social care or health promotion.

#MeetTheManikins | Derek

Derek, known formally as ‘MegaCode Kelly’ is the nation’s favourite film star! (Or at least our favourite here at Edge Hill Clinical Skills) 🌟

Derek is a full-body simulation manikin designed to help our students in their practice of advanced, difficult and obstructed airway scenarios and IV therapy. He provides us with the capabilities to simulate tricky scenarios for our students such as Cardiac Defibrillation, Pacing, and ECG Interpretation.

To complement his fantastic acting skills, Derek has a range of exciting features which allow our students to practice many different skills. These include having an obstructed airway and bilateral carodid pulse. As seen in the first episode of ‘The Life of Derek’ he can also simulate emergency scenarios such as a cardiac arrest, in which students are required to perform CPR. 

Derek joined Edge Hill many years ago and with him, brought a range of ‘bits and pieces’! His favourite, we are told, are from his Trauma Module Set which include a crushed foot with exposed bone, abdominal injury and metal wounded face.. but we’re sure he’ll show you more on this in his new social media show! Stay tuned… #TheLifeOfDerek

Healthcare Simulation Week at Edge Hill University

Simulation is a practice learning technique used at Edge Hill University to enhance the confidence and skills of our Health and Social Care students. It is a technique which aims to replicate ‘real-life’ patient scenarios, providing a safe space in which students can work together and demonstrate their skills in an immersive and controlled environment.

Simulation and Skills Education will be soon based within a brand new Clinical Skills and Simulation Centre (formally the LINC building) at our Ormskirk Campus, alongside facilities at Alder Hey’s Institute in the Park and St James’ in Manchester City Centre. You can learn more about our Simulation and Skills Education facilities, below:

Manchester St James’

Alder Hey Institute in the Park

Clinical Skills and Simulation Centre (Ormskirk Campus)

Healthcare Simulation Week was created to celebrate the work of global professionals who use simulation and to raise awareness nationwide about how healthcare simulation is leading to safer patient care.

We’ll be showcasing exactly how we use simulation here at Edge Hill University this week on our social media channels, and we’ll also be introducing you to some of our fantastic members of staff (human and manikin!) so make sure to keep your eyes peeled…

You can follow along with Healthcare Simulation Week at Edge Hill University on our Facebook, Twitter and Instagram channels linked below. And don’t forget to check out the full Healthcare Simulation Week campaign too, by following @HcSimWeek and #HcSimWeek19 on Twitter!

Facebook 👉

Twitter 👉

Instagram 👉

Simulation Leads: Jane Wilson | Midwifery

Jane Wilson

Jane, what types of skills do you practice in Clinical Skills and Simulation?

Students practice a variety of clinical skills in relation to antenatal and postnatal care, as well as birth and neonatal skills.  For example:

Antenatal skills – Blood pressure, Abdominal palpation (assess appropriate growth of the baby / fetal position). Venepuncture. Injection technique, IV management. 

Intranatal skills – Delivering a baby, cephalic and breech presentation. 

Neonatal resuscitation, Basic Life support, management of obstetric emergencies.

How beneficial is simulation in your programme?

Students value simulation very much as an opportunity for practising and consolidating new skills in a safe environment.  Even though students have clinical skills in each module, they always request more as it proves a valuable way to enhance knowledge and skills. 

What’s your favourite session to run with your students in Clinical Skills and Simulation?

Students very much like using Noelle and practising normal birth skills.  This session gives them the opportunity to work as a team to achieve a safe normal birth in a safe environment.

What is your favourite piece of kit and why?

Noelle!  This interactive manikin allows for different scenarios to be generated and students can practice important skills in a safe environment.  

What Top Tip would you give to our students attending a session in Clinical Skills and Simulation?

Relax and enjoy the session.  Try to be okay with being filmed and watching yourself back.  This helps to improve personal body language when working in a professional environment and allows for critical self-reflection – noticing strengths and weaknesses.

Simulation Leads: Jamie Macpherson | ODP

Jamie Macpherson

Jamie, what types of skills do you practice in Clinical Skills and Simulation?

I lead a 1st year and a third-year module as part of the Operating Department Practice programme and try to encompass as many simulated activities a possible to facilitate learning or to cement recently acquired theoretical knowledge. 

For the First-Year module (Fundamentals of anaesthetic and surgical practice), clinical skills and simulation sessions include:

  • Practice scenarios in greeting a patient, performing safety checks and application of basic cardiovascular monitoring to a Service User. 
  • The basic introduction to a surgical environment, using specialist equipment, instrumentation and sterile drapes.
  • Consolidation scenarios at the end of the taught content which involve several simulated scenarios, facilitated by the lecturer, with the aim of linking newly taught theoretical knowledge to clinical application.

For the Third-year module (Emergency Care in the Peri-operative environment), sessions include:

  • Basic to advanced airway management techniques
  • Immediate Life Support skills
  • Patient clinical assessment
  • Transfer simulation. Here the students are immersed in a real time, simulated scenario involving the transfer of a critically ill patient…who inevitably deteriorates en-route to their destination!

How beneficial is simulation in your programme?

The feedback from the students is overwhelmingly positive and I would love to incorporate more clinical skills sessions in to my modules.

What’s your favourite session to run with your students in Clinical Skills and Simulation?

I really enjoy the transfer session. Due to its immersive nature, the students fully engage in all of the required skills and are forced to make appropriate clinical decisions. 

At the end of the session there is a thorough debrief and feedback element and it is only then that the students appreciate how much knowledge and skills they actually possess! Lightbulb moment.

What is your favourite piece of kit and why?

The interactive monitor and Simpad. I am familiar with the Laerdal technology which helps but the Simpad is really easy to navigate which enables me, as the session facilitator, to engage with the session content specifically as opposed to having to concentrate on pressing the buttons on the monitor controller. 

What ‘Top Tip’ would you give to our students attending a session in Clinical Skills and Simulation?

Just remember, all clinical skills and simulation sessions are learning activities not summative assessments. To enable maximal learning to occur, students need to fully immerse themselves in to the activity and not worry about making mistakes! 

#SimulationSessions | Obstetric Haemorrhage

Our Midwifery department recently arranged a simulation session using our birthing manikin, Noelle, in the Edge Hill Cave.

This particular session provided second year students with the opportunity to develop their skills in Obstetric Haemorrhage in an immersive manner. Students were firstly allocated into small groups before dealing with the scenario whilst the rest of the class watched via the lecture theatre. Both groups were then brought back together for the debrief.

Students found this session to be valuable in enhancing their skills ability and confidence, proving the importance of Simulation in Healthcare training.

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