{
  "abstract": "Background Exploring human factors can deepen our understanding of patient safety and how we can work well on an individual, team and organisational level (Bailey, Shorrock, Fong. Br J Hosp Med. 2023;84(6):1-4; Carayon, Wetterneck, Rivera-Rodriguez, et al. Appl Ergon. 2014;45(1):14-25). Human factors-based simulation education, a relatively new concept in palliative care education, can achieve learning through reflective debriefing following a realistic scenario (Khan, Pattison, Sherwood. Med Teach. 2010;33(1):1-3; Abildgren, Lebahn-Hadidi, Mogensen, et al. Adv Simul. 2022;7(1):12).Aim To design, deliver and evaluate human factors based simulation sessions for hospice staff.Method Phase 1: Deliver train-the-trainer sessions to create faculty. Phase 2: Explore challenges for delivering simulation sessions through faculty meetings. Phase 3: Design, deliver and evaluate simulation sessions for hospice inpatient and community nurses and doctors.Results Phase 1: Eight hospice staff, including doctors, nurses and social workers, were trained. Feedback was positive with enthusiasm to deliver sessions. Phase 2: Challenges included limited availability of staff to attend and staff apprehensions. Phase 3: Two main types of simulation sessions were delivered: Type 1 included in-situ inpatient micro-simulation sessions, in under one hour, undertaken on the ward during established weekly teaching programmes. ‘Introduction to simulation’ sessions were run ahead of the first session to reduce anxiety. Type 2 included simulation scenarios as part of annual community examination skills refresher days for Clinical Nurse Specialists.36 staff members attended sessions, including nurses, healthcare assistants, and doctors. 94% felt more confident looking after patients and loved ones, and 97% had increased awareness of human factors after the sessions. 100% felt scenarios were realistic, relevant and useful. 97% would attend another and 97% would recommend the simulation day. Open comments revealed human factors and clinical knowledge learning. Other outcomes included organisational learning, and departmental learning such as the need for further focussed knowledge-based education sessions.Conclusion Establishing the unique challenges for delivering simulation-based education for our hospice allowed for a bespoke programme to be designed. We plan to embed this in our regular training sessions.",
  "authors": [
    {
      "affiliations": [
        "Princess Alice Hospice, Esher, UK"
      ],
      "name": "Sabrina Vitello"
    },
    {
      "affiliations": [
        "Princess Alice Hospice, Esher, UK"
      ],
      "name": "Jana Jeyakumar"
    },
    {
      "affiliations": [
        "Princess Alice Hospice, Esher, UK"
      ],
      "name": "Carole Cousins"
    },
    {
      "affiliations": [
        "Princess Alice Hospice, Esher, UK"
      ],
      "name": "Anne Reed"
    },
    {
      "affiliations": [
        "Princess Alice Hospice, Esher, UK"
      ],
      "name": "Janina Farrugia"
    },
    {
      "affiliations": [
        "Princess Alice Hospice, Esher, UK"
      ],
      "name": "Sarah Dowd"
    },
    {
      "affiliations": [
        "Princess Alice Hospice, Esher, UK"
      ],
      "name": "Naomi Silva"
    },
    {
      "affiliations": [
        "Princess Alice Hospice, Esher, UK"
      ],
      "name": "Anna Kim"
    },
    {
      "affiliations": [
        "Princess Alice Hospice, Esher, UK"
      ],
      "name": "Rebecca Gemmell"
    }
  ],
  "title": "P-86 Setting up human factors-based simulation at the hospice – a pragmatic approach",
  "uid": "6b9ab94b-b0fd-5a64-9b44-766907f76b2e"
}