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Using the Endsley Model to Evaluate Simulation-Based Situation Awareness Training for Medical and Nursing Students in
Manini R Bhatia1, Atul Malhotra, Utkarsh Bansal
1From the Royal Children's Hospital (M.R.B.); Department of Paediatrics (A.M.), Monash University, Melbourne, Australia; Hind Institute of Medical Sciences (A.M., U.B., J.V.S., A.K.); Lucknow, India; and Department of Obstetrics and Gynaecology (A.K.), Monash University, Melbourne, Australia.
Introduction:
Situation awareness (SA) training is a vital part of healthcare training, and opportunities to provide SA training to healthcare workers are limited in low- and middle-income countries. We aimed to analyze undergraduate medical and nursing students' perception of their understanding of SA through an interprofessional obstetric neonatal emergency simulation workshop (ONE-Sim) and subsequently evaluate their perceived changes in SA understanding using the Endsley model ( Hum Factors 1995;37(1):32-64).
Methods:
Feedback on SA before and after the workshop was collected through questionnaire-based surveys. Thematic analysis was performed, with themes emerging from an inductive analysis followed by a deductive analysis using the Endsley model.
Results:
The themes emerging from the inductive analysis included environmental awareness, evolving knowledge, skill development, and applicability to practice. These aligned with the 3 levels of SA in the Endsley model in the deductive analysis suggesting that participants transformed their perception, comprehension, and projection of SA after the workshop.
Conclusion:
Simulation-based education enhanced SA perception in obstetric and neonatal emergencies for medical and nursing students in a low- and middle-income country, and the Endsley model is a feasible framework to measure learner perceived changes in SA understanding through simulation-based education.
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