| Popis: |
Continued collaboration between Senior Speech and Language Therapists (SLT) and the Simulation Centre at an acute hospital, led to further research into safety learning themes identifying issues with basic dysphagia care on the wards despite ongoing lecture-based training. This was interpreted as training being focussed on one way of learning for medical staff and not providing an equitable training service for those with differentiated learning needs [1]. This led to the SLT team creating a training programme titled ‘dysphagia friendly wards’. As part of this, the SLT and Simulation Centre developed a simulation programme which was a hybrid of open theatre forum style and simulation using a bell to increase interaction within the scenarios. We created a realistic ward environment increasing the validity of the scenario with groups of up to four healthcare care assistants and nursing staff from stroke wards. Three scenarios were designed around the safety learning themes identified in the incident reports such as poor mouth care, incorrect diet textures, and choking hazards which were noted on the ward by the SLT team. This created a realistic and interactive session using a live actor to demonstrate different swallowing difficulties, poor oral hygiene, and the importance of dysphagia management. The live actors are professionally trained and members of the simulation education team. Currently the programme is ongoing and we are due to finish our first ward by the end of March 2023 with the hope of rolling this out hospital-wide. Each ward is estimated to take 2 months to complete. Feedback during and after the sessions has been positive and participants have engaged by asking thoughtful questions and putting information into practice on the wards. Communication issues highlighted our diverse workforce and patients which was found in real time during the simulation. Supporting evidence has been written and available for presentation. Very few SLT teams have used simulation training within their practice and the opportunity to create a programme that is proactive and differentiated for different learners is fantastic, and creates a work force that feels valued alongside giving gold standard care to patients with both communication and dysphagia. 1. L. Raffaelli (2014) 18 Teacher-Tested Strategies for Differentiated Instruction. Edutopia. Available online |
