Prospective memory in the ICU: the effect of visual cues on task execution in a representative simulation.

Despite the potential dangers of clinical tasks being forgotten, few researchers have investigated prospective memory (PM) - the ability to remember to execute future tasks - in health-care contexts. Visual cues help people remember to execute intentions at the appropriate moment. Using an intensive care unit simulator, we investigated whether nurses' memory for future tasks improves when visual cues are present, and how nurses manage PM demands. Twenty-four nurses participated in a 40-minute scenario simulating the start of a morning shift. The scenario included eight PM tasks. The presence or absence of a visually conspicuous cue for each task was manipulated. The presence of a visual cue improved recall compared to no cue (64% vs. 50%, p = 0.03 one-tailed, η(p)(2) = 0.15). Nurses used deliberate reminders to manage their PM demands. PM in critical care might be supported by increasing the visibility of cues related to tasks. PRACTITIONER SUMMARY: Nurses must remember to execute multiple future tasks to ensure patient safety. We investigated the effect of visual cues on nurses' ability to remember future tasks. Experimental manipulation of cues in a representative intensive care unit simulation indicated that visual cues increase the likelihood that future tasks are executed.

A prospective comparison between written examination and either simulation-based or oral viva examination of intensive care trainees' procedural skills.

We compared results of written assessment of intensive care trainees' procedural skills with results obtained from one of two live assessment formats for the purposes of assessing the concurrent validity of the different test methods. Forty-five Australasian senior trainees in intensive care medicine completed a written test relating to a procedural skill, as well as either a simulation format or oral viva assessment on the same procedural skill. We analysed correlation between written exam results and results obtained from simulation format or oral viva assessment. For those who completed the simulation format examination, we also maintained a narrative of actions and identified critical errors. There was limited correlation between written exam results and live (simulation or viva) procedure station results (r = 0.31). Correlation with written exam results was very low for simulation format assessments (r = 0.08) but moderate for oral viva format assessment (r = 0.58). Participants who passed a written exam based on management of a blocked tracheostomy scenario performed a number of dangerous errors when managing a simulated patient in that scenario. The lack of correlation between exam formats supports multi-modal assessment, as currently it is not known which format best represents workplace performance. Correlation between written and oral viva results may indicate redundancy between those test formats, whereas limited correlation between simulation and written exams may support the use of both formats as part of an integrated assessment strategy. We hypothesise that identification of critical candidate errors in a simulation format exam that were not exposed in a written exam may indicate better predictive validity for simulation format examination of procedural skills.

In situ simulation-based team training for post-cardiac surgical emergency chest reopen in the intensive care unit.

Emergency chest reopen of the post cardiac surgical patient in the intensive care unit is a high-stakes but infrequent procedure which requires a high-level team response and a unique skill set. We evaluated the impact on knowledge and confidence of team-based chest reopen training using a patient simulator compared with standard video-based training. We evaluated 49 medical and nursing participants before and after training using a multiple choice questions test and a questionnaire of self-reported confidence in performing or assisting with emergency reopen. Both video- and simulation-based training significantly improved results in objective and subjective domains. Although the post-test scores did not differ between the groups for either the objective (P = 0.28) or the subjective measures (P = 0.92), the simulation-based training produced a numerically larger improvement in both domains. In a multiple choice question out of 10, participants improved by a mean of 1.9 marks with manikin-based training compared to 0.9 with video training (P = 0.03). On a questionnaire out of 20 assessing subjective levels of confidence, scores improved by 3.9 with manikin training compared to 1.2 with video training (P = 0.002). Simulation-based training appeared to be at least as effective as video-based training in improving both knowledge and confidence in post cardiac surgical emergency resternotomy.

Accidental carotid artery injury caused by a horse rope.

A 37 year old woman who had bred horses for more than 20 years was leading two horses in a horse corral. One horse bolted and the lead rope wrapped around her neck. Four hours after the accident, she developed sudden aphasia, right facial palsy, and right arm weakness. Conventional and magnetic resonance angiography showed complete traumatic occlusion of the left common carotid artery due to thrombosis at the C6/7 level. There was good collateral flow from the other side. The patient was maintained on heparin followed by warfarin and recovered completely by the third day. This case shows the importance of suspecting vascular injury and thrombosis after trauma to sites of major vessels.