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Learning From Serious Incidents - Support Programme for Trainees

Published online by Cambridge University Press:  07 July 2023

Prathibha Rao ,
Jennifer Harris  and
Emma Paisley
Prathibha Rao*
Affiliation:
Cumbria Northumberland Tyne and Wear NHS Foundation Trust, Newcastle, United Kingdom
Jennifer Harris
Affiliation:
Cumbria Northumberland Tyne and Wear NHS Foundation Trust, Newcastle, United Kingdom
Emma Paisley
Affiliation:
Cumbria Northumberland Tyne and Wear NHS Foundation Trust, Newcastle, United Kingdom
*
*Corresponding author.
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Abstract

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Aims

A significant number of Psychiatrists will experience a serious incident (SI) whilst in training. CNTW Trainee Led Implementation Committee (TLiC) felt that the trust SI reporting process and support offered for trainees was inconsistent, anxiety provoking and at times insensitive. We decided to review existing processes to support trainees through SIs and develop a programme that addresses these areas.

Aims of programme

Improve trainers’ confidence in supporting a trainee involved in SI. Establish robust mechanisms to support trainees involved in SI

Methods

The SI medical education quality team with a trainee representative, set up a comprehensive programme to address above objectives.

  • • Process: System for weekly notifications of incidents from trust safety team and producing a useful algorithm to decide thresholds for reporting to Live flow (Health Education North East). Trainee notification of incidents via their named Clinical and Educational supervisors.

  • • Trainers support: Produced a template that would form basis of discussion with trainee covering educational and governance areas, resources and support offered- uploaded to trainee's portfolio/form R for ARCP review. Workshop conducted for trainers to enhance their knowledge in supporting trainees.

  • • Trainee support: Rolling training programme for trainees-sessions from trust SI team, trainee sharing personal experience of involvement in SI, Coroners Inquest by trust Legal department and Interactive Human factor approach-based case studies. Ongoing support from trust safety team- immediate (team debriefing, after action reviews) and long-term support (SI panel and legal representation) offered to all trainees. Learning opportunities offered - observing coroners and joining SI panels.

Results

We have run 5 trainee days since 2019- attended by 79 trainees in total.

  • • All sessions rated excellent. Sessions of trainee's perspective, legal perspective and case study discussions being rated the best.

  • • Almost all trainees felt that the session would have a significant impact on their clinical practice- in particular contemporaneous documentation reflecting decision making. Many felt the need for an informal peer support group that they could access.

  • • Workshop for trainers was also rated good/excellent

Conclusion

Creating a culture which supports reporting concerns around safety and focuses on learning is crucial. Trainers often feel ill equipped to support a trainee. Our programme which now includes a peer support group provides a comprehensive and systematic package to help address all these areas and promote a culture of openness with quality and safety being the top priorities, right from a grass root level.

Type
Education and Training
Information
BJPsych Open , Volume 9 , Supplement S1: Abstracts from the RCPsych International Congress 2023, 10–13 July , July 2023 , pp. S34
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NC
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by-nc/4.0), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. This does not need to be placed under each abstract, just each page is fine.
Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press on behalf of the Royal College of Psychiatrists

Footnotes

Abstracts were reviewed by the RCPsych Academic Faculty rather than by the standard BJPsych Open peer review process and should not be quoted as peer-reviewed by BJPsych Open in any subsequent publication.

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