Journal Article

6270 Simulation for equality diversity and inclusion (ED&I), a learning package

Bashir, Hana

2024

Overview

ObjectivesSimulation learning is an effective experiential learning tool1; despite this, there have been very few studies around using simulation in sensitive topics such as discrimination. There is concern that simulating such scenarios could cause strong emotional responses and negatively impact learning. It is thought that this should not deter us from using an excellent learning modality to enhance learning around ED&I topics. We attempt to create a session that delivers both psychological safety and learning points. The simulation package aims to empower simulation providers to provide sessions on ED&I themes.MethodsA simulation package was developed consisting of 1- A pre-brief format catered to ED&I simulation to lay the foundation for psychological safety.2 3 2- Simulations Scenarios: Micro-aggression, unconscious bias, and active bystander. To ensure psychological safety, we have made videos of the scenarios to be used in the sessions instead of live simulations. This also allows for online sessions if appropriate.Each scenario includes recommended reading and debriefing points. The onus is on the facilitator to read before the session.3- A debrief for ED&I flowchart, although debriefing for ED&I sounds intimidating, draws mainly on simulator providers’ existing skill in facilitating group discussions, leading towards the debrief points and navigating difficult learners.4 4- Post-session support: Links to available mental and emotional support.ResultsA questionnaire was distributed pre- and post-session. 80% of attendees had not attended previous ED&I learning. 40% of attendees were feeling not confident before starting the session. 100% of attendees felt very good after the session. 83% felt the pre-brief prepared them for the session. 100% felt the debrief allowed them to explore their feelings and ideas safely and that the session was delivered in a way that strived to maintain psychological safety. Self-reported confidence increased as per table 1. Attendees expressed feeling optimistic, empowered, and determined, as per image 1.Abstract 6270 Table 1 Pre-session Post-session Understanding microaggression 1.5 2.5 Understanding active bystander 1 2 Abstract 6270 Image 1ConclusionThis package is a step towards making ED&I simulation more accessible and deliverable. This was the pilot course, but more work is going into spreading the course in the Southwest region in collaboration with HEE and then nationally. More pilots are planned around the region, and data collection will continue.ReferencesKolb D, Kolb, DA (1984): Experiential learning: experience as the.Rudolph JW, Raemer DB, Simon R. Establishing a safe container for learning in simulation: the role of the presimulation briefing. Simulation in Healthcare, 2014;9(6):339–349.Cynthia Foronda, Donna S McDermott, Nichole Crenshaw. Prebriefing for cultural humility. Clinical Simulation in Nursing 2022;71:141–145.Foronda, Cynthia. Debriefing for cultural humility. Nurse Educator.

• Publisher: BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health,BMJ Publishing Group LTD
• Subject: Child & adolescent mental health / Data collection / Emotional Response / Emotions / Experiential learning / Learning / Learning Modalities / Learning Modules / Paediatric Educator’s Special Interest Group / Pediatrics / Psychological Patterns / Psychological safety / Safety / Security (Psychology) / Simulation