The Operating Theatre Journal - Flipbook - Page 21
References
A clear leader within the team could have delegated and initiated a
more cognitive working environment and enhanced and improved the
ef昀椀ciency and clarity. Green, et al (2017) suggests the lack of hierarchy
gradients within teams increase the potential of failure to speak up
and creates a barrier which prevents effective communication from
occurring within complicated situations. The communication broke
down between myself and the other circulating practitioners and I
didn’t have the con昀椀dence to say anything. West and Bailey (2022),
suggest practitioners who feel safe and supported within their teams
have an increased possibility of providing and demonstrating ef昀椀cient
and safe patient care.
As the case 昀椀nished the team participated in a debrief (Vickers,
2011). The debrief included all team members and allowed everyone
the opportunity to review the case. It was discussed the lack of
effective teamwork, communication and knowledge. Re昀氀ection is
a requirement of practitioners (HCPC, 2014) with Tannenbaum and
Greilich (2022) suggesting debriefs in practice can easily and quickly
identify areas for improvement as well as highlight positive team
behaviours. Furthermore, the surgeon directly gave feedback on my
participation, Tannenbaum and Greilich (2022) state the positive and
negative feedback to students enhances their learning. Moreover, the
practitioner I worked under debriefed me and explored the emergency
obstetric trolley whilst discussing the connected emergency protocol
building upon my knowledge.
American Society of Anaesthesiologists (2020) ASA Physical Status Classi昀椀cation
System. Available at: ASA Physical Status Classi昀椀cation System (asahq.org)
[Accessed on: 3rd May 2023]
Bassot, B. (2022) The Re昀氀ective Journal. 3rd edition. London: Palgrave. pp. 31
Cadman, V., Lowes, R (2022) Fundamentals of Emergency Obstetric Care in
Fundamentals of Operating Department Practice. 2nd edition. Cambridge:
Cambridge University Press. pp. 242-254
Flin, R., O’Connor, P and Crichton, M (2008) Safety at the Sharp End:
A Guide to Non-Technical Skills. Aldershot: Ashgate. pp. 129-157
Green, B., Oeppen, R.S., Smith D.W. and Brennan P.A. (2017) ‘Challenging
hierarchy in healthcare teams – ways to 昀氀atten gradients to improve teamwork
and patient care’ British Journal of Oral and Maxillofacial Surgery.
55, pp. 449-453 DOI: 10.1016/j.bjoms.2017.02.010
Hargestam, M., Lindkvist, M., Brulin, C., Jacobsson, M. and Hultin, M.
(2013) ‘Communication in interdisciplinary teams: exploring closed-loop
communication during in situ trauma team training’ in British Medical Journal.
Available at: https://doi.org/10.1136/bmjopen-2013-003525
(Accessed on: 29th April 2023)
Health and Care Professions Council (2014) Standards of Pro昀椀ciency for
Operating Department Practitioners. Available at: https://www.hcpc-uk.
org/resources/standards/standards-of-pro昀椀ciency-operating-departmentpractitioners/, [Accessed on: 27th January 2023]
Health and Care Professions Council (2016) Standards of conduct, performance,
and ethics. Available at: https://www.hcpc-uk.org/standards/standards-ofconduct-performance-and-ethics/, [Accessed on: 18th January 2023]
To conclude, re昀氀ecting upon this experience has taught me I need
to continue to build my clinical knowledge and skills. Whilst further
building upon my own communication skills which will enhance the
communication around me. Furthermore, I have learnt that although
I want to undertake all learning opportunities, I have to ensure that
I have the understanding, awareness and skill level to be able to
ef昀椀ciently and safely perform tasks required of me as the care needs
change. Whilst being aware of how my input can affect patient safety
and ef昀椀ciency of the team. The team learnt that a clear leader within
the circulating team needs to be allocated and understanding of skill
levels should be highlighted clearly in case of emergence. The team
learnt that there were holes within the knowledge for the obstetrics
emergency trolley and further training needed to be conducted to
ensure that when an obstetric emergency occurs practitioners can
identify and locate resources easily. I need to further build upon my
con昀椀dence and enhance my non-technical skills, such as situational
awareness. I should have spoken up regardless of how anxious I felt.
I believe that I was not ready to undertake an obstetric emergency
singly and I should have asked for a practitioner to be double scrubbed
in case of a complication occurring. However, continuing to participate
within the obstetrics theatre will continue to build my knowledge and
strengthen my practice. Finally, re昀氀ecting upon this experience has
highlighted the importance of regular re昀氀ection and the connection to
continued professional development and patient safety.
Health and Care Professions Council (2021) Consent and Con昀椀dentiality.
Available at: Consent and con昀椀dentiality | (hcpc-uk.org)
[Accessed on: 21th January 2023]
Therefore, to try to improve similar experiences in the obstetric
theatre I will try to increase my input within the team brief and
debrief, by discussing my experience level, role and possible learning
opportunities. I will obtain feedback of my participation after the case
to continue to enhance my knowledge. The added input may enhance
my communicative ability when stressful situations arise. Also, I will
seek clari昀椀cation and further information on the surgical plan if a
complication arises and what is required from me if I am unsure, this may
increase my con昀椀dence within the team setting and may increase my
ability to speaking up and asking for help where needed. Furthermore,
I will ensure that within the theatre I am suf昀椀ciently supported, such
as having a scrubbed practitioner in case of a complication I cannot
competently manage solo. I will access all learning opportunities such as
attending training sessions within my trust. Additionally, I will continue
to participate regularly within the obstetrics team both scrubbed and
circulating. Moreover, I will gain experience in the emergency obstetric
theatre by observing and participating, where appropriate, to better
understand the different obstetric emergencies, protocols and safe
practices.
West, M and Bailey, S (2022) What is compassionate leadership? Available
at: What is compassionate leadership? | The King’s Fund (kingsfund.org.uk)
[Accessed on: 24th March 2023]
National Health Service (2022) NHS Maternity Statistics, England – 2021-2022.
Available at: Deliveries in 2021-22 - NDRS (digital.nhs.uk)
[Accessed on: 6th May 2023
Nursing Answers (2018) Driscoll Model of Re昀氀ection. Available at:
Driscoll Model of Re昀氀ection | NursingAnswers.net
[Accessed on: 21st April 2023]
Pollard, K., Sellman, D and Thomas, J (2014) ‘The Need for Interprofessional
Working’ in Thomas, J., Pollard, K., Sellman, D (2nd Eds) Interprofessional
Working in Health and Social Care: Professional Prospectives.
Palgrave Macmillan, pp. 11 – 18
Tannenbaum, S and Greilich, P (2022) The debrief imperative: building team
competencies and team effectiveness in Anaesthesiology. Available at: Effects
of perioperative brie昀椀ng and debrie昀椀ng on patient safety: a prospective
intervention study - PMC (nih.gov) [Accessed on: 6th May 2023]
University of Aberdeen (2010) Scrub Practitioners’ List of Intraoperative nontechnical skills. Available at: Surgeons Handbook (abdn.ac.uk)
[Accessed on: 5th April 2023]
Vickers, R (2011) ‘Five steps to Safer Surgery’. Annals of the Royal College of
Surgeons of England, 93 (7) pp 501-503
Weaver, S (2021) The effective mentor and supervisor. Available at: The
effective mentor and supervisor | Nursing in Practice
[Accessed on: 24th March 2023]
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February
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