Practice educators and mentors are now expected to have the skills and techniques needed to implement a ‘learning skills through simulation’ program into established curricula, yet using simulation to teach while of huge importance – requires careful and time-consuming planning. This valuable resource takes away some of that burden by providing clear, ready-made activities and guidance from leading practitioners in a range of fields, which healthcare and practice educators and mentors can use to enhance their teaching of all the essential and commonly-taught clinical and management skills and knowledge.
Dedicated chapters, which all follow a defined step-by-step format, provide simulation scenarios, alongside facilitator guidance, which will help develop confidence in the teaching of key skills such as:
Drug administration; Conflict management; Infection control; Breaking bad news; Catheter and bowel care
These scenarios and accompanying guidance can be used as a framework for teaching, promoting a greater understanding of the skill being taught, and providing a risk-free opportunity for the student to practice their clinical and managerial skills and judgment.
Chapter 19: Incident Reporting
The aim of this chapter is to describe a simulated learning activity through which healthcare students learn about incident reporting.
- To identify the principles of incident reporting
- To explain the role of incident reporting in promoting patient safety, with examples of good practice
- To explore reasons why incidents may not be reported.
Incident reporting is the process by which adverse events in healthcare are documented, analysed and used for learning to improve patient safety and practice. In the healthcare situation an incident means any ‘event or circumstance that could have resulted, or did result, in unnecessary damage, loss or harm such as physical or mental injury to a patient, staff, visitors or members of the public’ (National Reporting and Learning Service 2010a: 8). This definition makes ...