A real team effort has enabled HSC to take simulation to a whole new level, resulting in a nomination within the Teaching Innovation of the Year category. Dr Jason Corner led on and developed ‘Critical Incident Day’ alongside colleagues in HSC, to mimic a series of catastrophes that test the skills and resilience of those involved. Featuring more than 200 students from all four areas of nursing, participants are required to assess, triage, treat and admit or discharge a stream of 'patients' with wide ranging needs within a mock hospital environment.  

Working with students, clinicians, colleagues, and pupils from a local school to ensure a realistic suite of scenarios, this innovative event ensured students could develop and build the skills, teamworking, decision making, and confidence needed to achieve the new Future Nurse proficiencies (NMC, 2018). 

Dr Corner, third-year lead for Nursing Practice and Simulation, had the innovative idea of running a skills simulation that involved all students working together to manage a 'critical incident.' To ensure a 'true to life' experience, these emergencies occurred on top of and in addition to routine patient management and walk-ins.  

To develop his inventive ideas, Dr Corner collaborated with course representatives, paramedics, colleagues in practice and colleagues in education to develop realistic scenarios. He engaged with moulage (the art of applying mock injuries for the purpose of training) to recreate realistic injuries and set up multiple spaces within HSC’s skills centre to represent different areas within a hospital, calling upon the acting skills of colleagues and students to play the role of patients and working with a local school to involve children and young people within the scenarios.  

Finding a way to involve students from every field in a seamless, integrated way was key to the day’s success. Dr Corner also ensured that he included a full debrief and reflection within the day. Students fed back how much they learned from the event, the impact on confidence and team building, and how successfully the session had prepared them for their transition into qualified roles. 

In addition to the skills and confidence development, this event also acts as a conduit to building relationships between staff and students, as there is a role reversal in power between students (playing the roles of leaders and driving the day) and staff (playing the roles of patients). Breaking down these barriers helps students to feel able to approach staff in other areas of their development, including their academic assignments.  

Speaking after the event, Kirsty Henry, Learning Disabilities lecturer said: “Jason's innovation, creativity and leadership of this day is truly inspiring to students and colleagues alike.”