Forthcoming Issue Vol. 20 No. 1 Developing paediatric emergency simulations for paediatric registrars using best evidence: sepsis and the Phoenix Sepsis Criteria
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Abstract
Background. Sepsis remains a leading cause of morbidity and mortality in children, particularly in resource-restricted settings. Early recognition and management are crucial to improving patient outcomes. Despite relatively extensive clinical exposure, paediatric registrars often manage these cases without direct supervision or time for critical reflection. Simulation-based learning experiences (SBLE) offer a platform for mastering emergency care without risking patient safety.
Objectives. This study aimed to develop, implement and evaluate an SBLE for paediatric registrars to enhance their confidence and learning in managing paediatric sepsis, incorporating the recently published Phoenix Sepsis Criteria and current evidence-based guidelines.
Methods. An SBLE was designed using the ADDIE instructional model. The simulation included prebriefing, scenario execution using a SimBaby® manikin, and structured debriefing. Paediatric registrars evaluated the SBLE using the modified Simulation Effectiveness Tool (mSET), which assessed learning and confidence across the prebriefing, simulated scenario and debriefing phases.
Results. Seven registrars participated in the SBLE. The mSET demonstrated high scores across all domains, with high median scores obtained for prebriefing (6/6), learning (17/18), confidence (16/18) and debriefing (15/15). Participants' comments highlighted their improved understanding of fluid management, inotrope use and clinical reasoning.
Conclusion. This SBLE enhanced both confidence and learning in managing paediatric sepsis, even among more experienced registrars. The simulation also provided a structured platform to introduce the Phoenix Sepsis Criteria and discuss context-appropriate care in resource-limited settings. It emphasises the value of simulation in paediatric emergency training and supports the integration of such modalities into structured postgraduate curricula.
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