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G170(P) Child protection and safeguarding training – Is simulation training effective?
  1. A Thomson1,
  2. P Nayak2,
  3. M Plunkett1,
  4. C Kallappa1
  1. 1Paediatrics, Good Hope Hospital, Birmingham, UK
  2. 2Paediatrics, Birmingham Childrens’ Hospital, Birmingham, UK

Abstract

Introduction There are many training methods available to teach technical and non-technical skills in medical education. But, Simulation training is undoubtedly an effective way of training for non-technical skills which emphasises on communication and facilitation skills. We decided to use this to train our trainees, nurses and other junior staff to recognise and manage child protection and child safeguarding issues based on the hospital trust guidelines which are based on GMC recommendations and RCPCH guidelines.

Objectives To learn and transfer skills of safeguarding from simulation lab to the ward.

Analyse pre and post drill questionnaire to analyse and improve training.

To review retention of knowledge.

Methods A real life, but curriculum mapped scenario was used which included a child coming with a medical problem, who also had bruises of different colours, accompanied by a difficult parent. The scenario was run 4 times in the last 12 months. 12 trainees and 4 nurses were directly involved and 41 trainees of different level of training and seniority observed and contributed to debriefing of the scenario.

The scenario emphasis was on recognition of safeguarding issues under a medical condition and debriefing was on communication with different teams and parents.

A pre and post simulation questionnaire was used to assess trainees’ needs and further learning. The in-house training also looked at retention of knowledge.

Results The feedback was positive in all the 4 training sessions. In 60%, it was the first time they had dealt with a safeguarding issue themselves. 94% of these trainees felt they were more confident in recognising safeguarding issues. All trainees and nurses felt 100% confident of the pathway to escalate concerns. The highlight was, though they had done level 1 or level 2 training, simulation training and practicing communication was better than didactic lectures.

The in-house trainees’ retention of knowledge was over-rated as repeated training sessions happened.

Conclusion Training child protection issues is mandatory and simulation training is very effective. Including different scenarios highlighting different issues should be the way forward. Simulation training is required in ongoing in-house training, induction and all paediatric simulation courses.

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