Table 1 Details of the themes covered by each phase of the simulation session and the groups concerned
Phases of the simulation session | Description of the phase | Groups |
|---|---|---|
Briefing | Welcome, presentation of learners and teachers Presentation of the general training objectives Ensuring a context of well-being promoting learning and limiting student stress: “Nothing that happens in a simulation session leaves the room; mistakes are allowed and they can be constructive; there is no judgment of value, etc.” Invitation for participants to join a discussion process: “By playing or actively observing the simulated session, you will note the actions carried out or not, and then try to analyze why, when and how they were performed” Presentation of the instructor’s role Presentation of the Gaumard Hal manikin, the equipment and its limits | 1 + 2 |
Specific prebriefing about the possible death of the manikin | Student information on the possible development of the absence of vital signs on the simulator, corresponding to patient death | 1 |
Simulated sequence procedure | 1 + 2 | |
Distribution of the questionnaire assessing the students’ perceived self-efficacy in managing death situations | 1 + 2 | |
Debriefing | Respects the 3 conventional phases: - Reaction phase: word given to those involved to promote the emergence of emotions - Analysis phase: self-assessment, feedback between colleagues and teachers on the actions taken, so as to modify, improve or reinforce them, where necessary Opportunity to talk about sudden patient death and answer students’ questions - Summary: reformulation of key points of the patient’s treatment Message releasing students from feelings of guilt: “The patient’s death was unavoidable. Don’t feel any kind of responsibility for this development and don’t feel guilty”. Advice provided for managing this type of situation: There is no recipe for handling patient death and announcing the news of this event to the family. Each case is unique, but if you need to know a few important points which could be helpful, it would be these: - Give yourself a moment to think and the decision to declare a patient dead - Rely on your team - Take your time in announcing it to the family - Let the family express themselves, let them ask questions and answer them, leave room for silence also - Be sympathetic - Share your experiences with your colleagues - Read documentation on this subject and ask for training | 1 + 2 |
Distribution of the questionnaire assessing the students’ perceived self-efficacy in managing death situations | 1 + 2 | |