2,436
Views
11
CrossRef citations to date
0
Altmetric
Research Article

Primary care emergency team training in situ means learning in real context

, , , &
Pages 295-303 | Received 11 Feb 2014, Accepted 27 Apr 2016, Published online: 21 Jul 2016

References

  • Norwegian Ministry of Health and Care Services. St.meld.nr.47 (2008–2009) Samhandlingsreformen [White paper No. 47, The Coordiation Reform]; 2009.
  • Sammer CE, Lykens K, Singh KP, et al. What is patient safety culture? a review of the literature. J Nurs Scholarsh. 2010;42:156–165.
  • Norwegian Ministry of Health and Care Services. (2015). Forskrift om krav til og organisering av kommunal legevaktordning, ambulansetjesneste, medisinsk nødmeldetjeneste m.v. (akuttmedisinforskriften) [The emergency medicine regulation] .
  • Weaver SJ, Dy SM, Rosen MA. Team training in healthcare: a narrative synthesis of the literature. BMJ Qual Saf. 2014;23:359–372.
  • Schmutz J, Manser T. Do team processes really have an effect on clinical performance? A systematic literature review. Br J Anaesth. 2013;110:529–544.
  • Shekelle PG, Pronovost P, Wachter RM, et al. The top patient safety strategies that can be encouraged for adoption now. Ann Intern Med. 2013;158:365–368.
  • VanderBurgh D, Jamieson R, Beardy J, et al. Community-based first aid: a program report on the intersection of community-based participatory research and first aid education in a remote Canadian Aboriginal community. Rural Remote Health. 2014;14:25–37.
  • Motola I, Devine LA, Chung HS, et al. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teacher. 2013;35:e1511–e1530.
  • Gjeraa K, Møller TP, Østergaard D. Efficacy of simulation-based trauma team training of non-technical skills. A systematic review. Acta Anaesthesiol Scand. 2014;58:775–787.
  • Stocker M, Burmeister M, Allen M. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework. BMC Med Educ. 2014;14:69.
  • Salas E, Rosen MA. Building high reliability teams: progress and some reflections on teamwork training. BMJ Qual Saf. 2013;22:369–373.
  • Salas E, King HB, Rosen MA. Improving teamwork and safety: toward a practical systems approach, a commentary on Deneckere et al. Soc Sci Med. 2012;75:986–989.
  • Rosen MA, Hunt EA, Pronovost PJ, et al. In situ simulation in continuing education for the health care professions: a systematic review. J Contin Educ Health Prof. 2012;32:243–254.
  • Brandstorp H, Kirkengen AL, Halvorsen PA, et al. Training interaction in primary care teams: the role of the patient. Int J Pers Cent Med. 2012;4:656–663.
  • Brandstorp H, Kirkengen AL, Sterud B, et al. Leadership practice as interaction in primary care emergency team training. Action Res. 2015;13:84–101.
  • Høyer KL. Hvad er teori, og hvordan forholder teori sig til metode? Forskningsmetoder i folkesundhedsvidenskab. [What is theory, and how to relate to theory? Research methods in public health science], København: Munksgård Danmark; 2012. p. 17–41.
  • Carr W, Kemmis S. Becoming critical: education knowledge and action research. London: Falmer Press; 1986.
  • Reason P, Bradbury H. The SAGE handbook of action research: participative inquiry and practice. 2nd ed. London (UK): Sage Publications; 2008.
  • Ringholm T, Teigen H, Aarsæther N. Innovative kommuner [Innovative municipalities]. Oslo: Cappelen Damm Akademisk; 2013.
  • Kemmis S, McTaggart R, Nixon R. The action research planner. New York: E-book Springer; 2014.
  • Johansson AW, Lindhult E. Emancipation or workability? Critical versus pragmatic scientific orientation in action research. Action Res. 2008;6:95–115.
  • Wadel C. En lærende organisasjon. Et mellom menneskelig perspektiv [A Learning Organisation. An intersubjective perspective]. Kristiansand: Høyskoleforlaget; 2011.
  • Senge PM. The fifth discipline: the art and practice of the learning organization. New York: Doubleday; 1990.
  • Wenger E. Communities of practice. Learning, meaning, and identity. New York: Cambridge University Press; 1998.
  • Wittek L. Læring i og mellom mennesker. – en innføring i sosiokulturelle perspektiver. [Learning in and between people –an introduction to socio cultural perspectives]. Oslo: Cappelen Akademisk forlag; 2004.
  • Tveiten S. Veiledning – mer enn ord… [Supervision – more than words…]. 4th ed. Bergen: Fagbokforlaget; 1998.
  • Mahan JD, Stein SS. Teaching adults-best practices that leverage the emerging understanding of the neurobiology of learning. Curr Probl Pediatr Adolesc Health Care. 2014;44:141–149.
  • Arrow H, Henry KB. Using complexity to promote group learning in healthcare. J Eval Clin Pract. 2010;16:861–866.
  • Klipfel JM, Carolan BJ, Brytowski N, et al. Patient safety improvement through in situ simulation interdisciplinary team training. Urol Nurs. 2014;34:39–46.
  • Rubio-Gurung S, Putet G, Touzet S, et al. In situ simulation training for neonatal resuscitation. An RCT. Pediatrics. 2014;134:e790.
  • Molander B. Politics for learning or learning for politics? Stud Phil Educ. 2002; 21:361–376.