152: Impact of Video-Debriefing Following Simulated Neonatal Resuscitation in Inter-Professional Teams

Abstract

Background: Simulation and debriefing are increasingly used for both technical and non-technical skills training. Recent national and international guidelines recommend the use of simulation and videodebriefing for neonatal resuscitation training. The use of simulation and video-debriefing create significant challenges for educators in the delivery of standardized programs such as the neonatal resuscitation program (NRP). The effectiveness of this educational strategy remains unclear. Objectives: To examine the effectiveness of video- debriefing on the performance and beliefs of inter-professional teams following simulated neonatal training sessions. Design/Methods: This REB-approved prospective study examined the role of video-debriefing in improving neonatal resuscitation performance amongst neonatal teams in both technical and non-technical skills. Teams included one of: respiratory therapists (RT), neonatal nurse and senior paediatric residents. Two standardized simulated neonatal resuscitation scenarios were offered using a high-fidelity simulation environment. Neonatal teams were randomly allocated to receive video-debriefing or no debriefing after the initial simulated neonatal resuscitation and invited for a subsequent session four to eight weeks later. Participants were assessed for NRP team performance by reviewers blinded to the intervention. Attitudes and beliefs of participants were collected regarding the use of debriefing for resuscitation and team behavioural skills. Results: A total of 25 study teams were recruited comprising 75 participants. Seventeen groups have returned to complete the study. The majority of participants (53%) had attended less than five simulations in the past. Of those who had previously attended, the vast majority had never been exposed to video-debriefing as part of their education. There were no significant differences in NRP performance (time to intubation and NRP score) between groups. In general, adherence to NRP guidelines was poor. Virtually all participants agreed that both the simulation and debriefing components resulted in improved learning in both technical and team behavioural skills. A greater number of participants strongly agreed that the simulation session assisted their acquisition of team behavioural skills (P=0.006). Conclusions: In this study, the use of video-debriefing Interprofessional teams of simulated neonatal resuscitations did not result in significant improvement in subsequent simulated NRP performance. Team members believed the use of both simulation and debriefing resulted in enhanced acquisition of team behavioural skills in particular. The role of inter-professional team training using video-debriefing in this setting requires further study.