Innovative teaching in situational awareness


Human factors are inherent in the health professions. This paper by Gregory et al (2015) describes the introduction of non-technical skills such as situational awareness. In this programme students were introduced to hazards and cues they may find in clinical areas with the aim of promoting patient safety and preventing adverse events.   In groups, students were encouraged to explore these simulated environment scenarios using Endsley’s model of situational awareness to gather information, then interpret and consider future states or options. Cues and hazards included mobility aids, nebulisers, personal protective equipment, charts, and medication prescriptions. Students were asked to reflect on the scenario presented and encouraged to develop their situational awareness using structured reflective feedback. This strategy can be used in a range of settings to orientate students to a workplace or  various clinical settings. The authors mention it could be used as an inter professional learning tool. Situational awareness within the healthcare environment can be facilitated by clinical supervisors guiding and supporting students on arrival to the environment by enabling them to explore their environment.  Additionally, supervisors can seek feedback from students to clarify whether they have understood the context of their placement.  Follow up to ensure orientation and expectations of the workplace are congruent need to be undertaken.  Situational awareness is an adjunct skill that is inherent with patient assessment.

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