Table 2 Summary of qualitative interviews
From: Simulation-based education to improve management of refractory anaphylaxis in an allergy clinic
Crisis resource management | Positive feedback | Gaps identified | Narrative comments |
|---|---|---|---|
Communication | Understand the role of other health professionals | Team disorganized during the simulation activity | “I think it was useful to play the role of the nurse in order to realize the time needed to prepare the different things”—First-year allergy-immunology fellow |
Improved anaphylaxis management | “It allowed us to better know each other, to see how others react in stressful situations, and to be able to make mistakes without having a real patient.”—First-year allergy-immunology fellow | ||
“The simulation was very, very helpful for myself, the staff, and the security staff. […] We worked really well together.”—Allergy-immunologist | |||
Problem-solving | Practice environment | “The nurses and doctors were efficient and coordinated. The code team collaborated with the allergy team in synergy. We need to congratulate them for all the work. This shows the importance of optimal training.”—External observer of real-life code management | |
Quality of the material available | |||
Hands-on approach | |||
“The simulation was very, very helpful for myself, the staff, and the security staff. The simulation was responsible for many improvements, including the rapid intervention of the nurses, and the fact that security was there with the cart in less than a minute and the code team in less than two. We worked really well together.”—Allergy-immunologist | |||
Resource use | Importance of structured simulation training | Use of sub-optimal simulation equipment | “It had been more than 10 years since my last case of refractory anaphylaxis in the clinic. I was really happy that we had performed a revision of the procedure and medication before”—Allergy-immunologist |
Specificities of handling the mannequin | |||
“The material was already opened and had been used before and some parts were non-accessible or missing and, for example, installing an IV line was impossible. (…) We are used to regularly taking vital signs in an acute situation and the material used during the simulation was different, including the monitor that showed the vital signs, which made the situation a bit confusing.”—Allergy nurse | |||
“Conjunctivitis, rhinitis, skin eruption and signs are difficult to reproduce on a dummy but are important elements to get the feeling of where the reaction is heading in real life”.—Second-year allergy-immunology fellow |