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Background: There is no universal agreement on what competence in disaster medicine is, nor what competences and personal attributes add value for disaster responders. Some studies suggest that disaster responders need not only technical skills but also non-technical skills. Consensus of which non-technical skills are needed and how training for these can be provided is lacking, and little is known about how to apply knowledge of non-technical skills in the recruitment of disaster responders. Therefore, this scoping review aimed to identify the non-technical skills required for the disaster medicine response. Method: A scooping review using the Arksey & O´Malley framework was performed. Structured searches in the databases PuBMed, CINAHL Full Plus, Web of Science, PsycInfo and Scopus was conducted. Thereafter, data were structured and analyzed. Results: From an initial search result of 6447 articles, 34 articles were included in the study. These covered both quantitative and qualitative studies and different contexts, including real events and training. The most often studied real event were responses following earthquakes. Four non-technical skills stood out as most frequently mentioned: communication skills; situational awareness; knowledge of human resources and organization and coordination skills; decision-making, critical-thinking and problem-solving skills. The review also showed a significant lack of uniform use of terms like skills or competence in the reviewed articles. Conclusion: Non-technical skills are skills that disaster responders need. Which non-technical skills are most needed, how to train and measure non-technical skills, and how to implement non-technical skills in disaster medicine need further studies.

Background: Surgical skills acquisition is under continuous development due to the emergence of new technologies, and there is a need for assessment tools to develop along with these. A range of neuroimaging modalities has been used to map the functional activation of brain networks while surgeons acquire novel surgical skills. These have been proposed as a method to provide a deeper understanding of surgical expertise and offer new possibilities for the personalized training of future surgeons. With studies differing in modalities, outcomes, and surgical skills there is a need for a systematic review of the evidence. This systematic review aims to summarize the current knowledge on the topic and evaluate the potential use of neuroimaging in surgical education. Methods: We conducted a systematic review of neuroimaging studies that mapped functional brain activation while surgeons with different levels of expertise learned and performed technical and non-technical surgical tasks. We included all studies published before July 1st, 2023, in MEDLINE, EMBASE and WEB OF SCIENCE. Results: 38 task-based brain mapping studies were identified, consisting of randomized controlled trials, case–control studies, and observational cohort or cross-sectional studies. The studies employed a wide range of brain mapping modalities, including electroencephalography, functional magnetic resonance imaging, positron emission tomography, and functional near-infrared spectroscopy, activating brain areas involved in the execution and sensorimotor or cognitive control of surgical skills, especially the prefrontal cortex, supplementary motor area, and primary motor area, showing significant changes between novices and experts. Conclusion: Functional neuroimaging can reveal how task-related brain activity reflects technical and non-technical surgical skills. The existing body of work highlights the potential of neuroimaging to link task-related brain activity patterns with the individual leve

This article explores the development of the most critical soft skills in midwifery through the use of a participatory method called the World Café in the context of continuing education at the Formation and Simulation Center (FORSim) in Settat, Morocco. Non-technical skills include a set of metacognitive abilities that complement technical skills to ensure the safe execution of technical activities and the parturient's satisfaction. In order to develop these midwifery skills through the World Café method, we invited nine midwives from two maternity units in the Casablanca-Settat region, with whom we elaborated our psychological, organizational, cognitive, and interactional (POCI) model. The study took place over a full day, structured into three distinct steps: a self-assessment of the level of mastery of the eight soft skills in the POCI model, four cycles of the World Café and, finally, a discussion of and feedback about the method. The use of the World Café method allowed for a dialogue on the possibilities of managing and addressing issues related to non-technical skills among midwives from various hospital settings. Based on the results, we found that the participants enjoyed the non-stressful atmosphere of the World Café and were very productive. The assessments and feedback from the midwives participating in this study suggest that managers can adopt the World Café approach to develop non-technical skills and enhance midwives' interactions and soft skills as part of their continuing education.

It is on the sharp end of the O&G operations where the real work happens, but also where the highest risks and system demands are placed. Understanding the skills - technical and non-technical - necessary to perform efficiently and safely is not only needed to maintain the business and assets, but also to ensure the safety of lives and the environment. Accidents such as Piper Alpha (1988), P-36 (2001) and Deepwater Horizon (2010) highlight the importance of understanding the real role of the human element in these events, from the highest hierarchical levels to the sharp end, where the work as done takes place. This article presents a non-technical skills analysis focused on the sharp end of O&G operations, specifically in the facilities/utilities operations, onshore (refineries) and offshore (production platforms). The findings show the importance and presence of certain non-technical skills, as well as the need for improvement of others in the daily routine and in emergencies.

Bakalářská práce se zabývá využitím netechnických dovedností, které mají mnoho odvětví. Vzájemně jsou propojeny komunikací, která je ve zdravotnictví velice důležitá. V těchto oblastech zdravotnictví se neustále chybuje, proto v práci jsou nejčastější chyby definovány., The work is focused on the use of non-technical skills. There are many different parts of non-technical skills in pre-hospital care. All skills relate to communication, which is very important in healthcare. Communication is one of the weakest areas in the health sector, so in this work is going to be definition of the most frequent mistakes., Fakulta zdravotnických studií, Student/ka úspěšně obhájil/a diplomovou práci, odpověděl/a na doplňující otázky oponenta., Dokončená práce s úspěšnou obhajobou

Purpose New physicians need to master non-technical skills (NTS), as high levels of NTS have been shown to increase patient safety. It has also been shown that NTS can be improved through training. This study aimed to establish the necessary NTS for Norwegian medical students to create a tool for formative and summative assessments. Methods Focus group interviews were conducted with colleagues and patients of newly graduated physicians. Interviews were then analyzed using card sort methods, and the identified NTS were used to establish a framework. Focus groups commented on a prototype of an NTS assessment tool. Finally, we conducted a search of existing tools and literature. The final tool was developed based on the combined inputs. Results We created Norwegian medical students' non-technical skills (NorMS-NTS) assessment tool containing four main categories; together comprising 13 elements and a rating scale for the NTS of the person observed. Conclusions The NorMS-NTS represents a purpose-made tool for assessing newly graduated physicians' NTS. It is similar to existing assessment tools but based on domain-specific user perspectives obtained through focus group interviews and feedback, integrated with results from a literature search, and with consideration of existing NTS tools.

Bakgrund: Vårdskador drabbar ungefär 3–16% av samtliga sjukhusvårdade patienter, där 10–20 % uppstår till följd av en operation. Operationsteamet besitter flera icke-tekniska färdigheter, men vilka är av mest betydelse för att kunna undvika vårdskador under en operation. Studier visar att teamarbete, individuella färdigheter och kommunikation kan vara avgörande för resultatet efter en operation. Syfte: Att beskriva operationsteamets erfarenheter av icke-tekniska färdigheter för att undvika vårdskador. Metod: En systematisk litteraturstudie genomfördes där sjutton vetenskapliga artiklar med kvalitativ design analyserats från databaserna Cinahl och PubMed. Analysprocessen genomfördes utifrån Bettany-Saltikov och McSherrys nio analyssteg. Resultat: Analysprocessen resulterade i två huvudkategorier: Individens unika egenskaper och Samarbete - en nyckel för säker vård. Den förstnämnda kategorin presenteras i underkategorierna: Upprätthålla sin kompetens, Att ligga steget före, Vaksamhet i vårdandet, Att våga göra sin röst hörd och Att lära sig av misstag. Genom kategorin Samarbete - en nyckel för säker vård redovisas resultatet i underkategorierna: Respektfullt teamarbete i en komplex vårdmiljö, Kommunikation som styrka och fallgrop och Delat ledarskap. Slutsats: Resultatet visar att genom individuella färdigheter och förmågor och genom att samarbeta med andra professioner bidrar operationsteamet tillsammans till en säker vård. För att uppnå detta behövs det medvetandegöras att dessa icke-tekniska färdigheter är av betydelse. För att undvika vårdskador intraoperativt behövs kontinuerlig utbildning i ledarskap, teamsamverkan och kommunikation. Operationsteamet behöver konstant upprätthålla sin kompetens och lära sig av misstag för att bidra till en säker vård., Bakgrund: Hälso- och sjukvårdsskador drabbar cirka 3-16% av alla inlagda patienter, varav 10-20% uppstår till följd av en operation. Det kirurgiska teamet besitter flera färdigheter, men vilka är viktigast för att kunna undvika medicinska skador under en operation? Studier har visat att lagarbete, individuella färdigheter och kommunikation kan vara avgörande för resultatet efter en operation. Sikta: För att beskriva operationsteamets erfarenhet av icke-tekniska färdigheter för att undvika vårdskador. Metod: En systematisk litteraturgenomgång genomfördes där sjutton vetenskapliga artiklar med kvalitativ design analyserades från databaserna Cinahl och PubMed. Analysprocessen utfördes enligt Bettany-Saltikovs och McSherrys nio analyssteg. Resultat: Analysprocessen resulterade i två huvudkategorier: Individens unika egenskaper och samarbete - en nyckel till säker vård. Den tidigare kategorin presenteras i underkategorierna: Behåll sin egen kompetens, Vara ett steg före, Vaksamhet i omsorg, Modet att tala upp och Lärande genom misstag. Genom huvudkategorin: Samarbete - en nyckel till säker vård, rapporteras resultaten i underkategorierna: Respektfullt lagarbete i en komplex vårdmiljö, Kommunikation som styrka och fallgrop och delat ledarskap. Slutsats: Resultaten visar att genom individuella färdigheter och förmågor och genom att samarbeta med andra yrken bidrar operationsteamet tillsammans till säker vård. För att uppnå detta är det nödvändigt att vara medveten om att dessa icke-tekniska färdigheter är viktiga. För att undvika skador intraoperativt krävs kontinuerlig utbildning i ledarskap, teamsamarbete och kommunikation. Operationsteamet måste ständigt behålla sina färdigheter och lära sig av misstag att bidra till säker vård.

The technological evolution of several productive sectors of society has demanded the same level of evolution for the oiland gas industry, both for energy production and their own systems’ functioning. The production of crude oil and naturalgas in offshore units is one of the answers to this demand. However, these offshore units have critical onboard activities andrisks, notably FPSO units; it is necessary to have adequate recognition of the elements that can support these activities andmanage these risks, enabling productive and safe operations. In this sense, this article aims to increase the understanding ofthe complex interactions and inherent safety issues that arise in the operations of FPSOs, observing and analysing the workdone onboard such platforms. The FRAM methodology has been chosen because it allows for the recognition and analysisof the complex interactions involving workers, equipment, system and offshore environment, focusing on the oil treatmentarea of the process plant. The results demonstrated some interesting findings regarding onboard safety and the relationshipbetween human competences, work demands and process safety.

This article explores the non-technical skills critical for the practice of midwives through a comparison of two maternity services in Morocco. Soft skills, or non-technical skills, present a set of metacognitive abilities, which complement hard or technical skills, in order to guarantee the safe performance of a technical activity. This exploration is based on an original methodology that triangulates observation of caring paths, qualitative interviews, and quantitative questionnaires. We identified the main soft skills mastered, those that were missing, and those to be developed, based on an observed or expressed need. The research population included 30 midwives and 70 women. The results led us to identify the most critical non-technical skills for midwifery practice at a Local Medical Centre (LMC) and a Provincial Hospital Centre (PHC) to better understand the effects of workload on the possibilities of activating non-technical skills during caring paths. Based on these results, we elaborated a model for the development and improvement of non-technical skills in midwifery.

Con el siguiente trabajo pretendemos investigar las diferentes estrategias de evaluación publicadas en la literatura médica, de las habilidades no técnicas para el manejo de crisis en anestesiología mediante una metodología de análisis sistemático de la literatura. Los criterios de inclusión son: Estudios realizados en estudiantes de anestesiología o anestesiólogos formados donde se desarrollen estrategias de evaluación para validar las habilidades no técnicas para el manejo de crisis en anestesiología, estudios publicados en español o en inglés, publicados en los últimos 10 años en las bases de datos que se mencionarán mas adelante, las cuales incluyen literatura a nivel mundial. El documento actual contiene solo el protocolo de investigación. Creemos que el aporte que haremos al conocimiento y a nuevas líneas emergentes de investigación será de suficiente relevancia como para ser considerado e incluido en planes de estudio de universidades que ofrezcan la anestesiología como especialidad médica en Colombia., With this paper, we pretend to investigate the different evaluation strategies published in medical literature of non technical skills required for the management of anesthetic crisis by making a systematic review of existent literature. Inclusion criteria were: studies made in postgraduate students of anesthesiology or specialists in anesthesiology in which evaluation strategies were developed to validate non technical skills for the management of anesthetic crisis; studies published in Spanish or English in the last 10 years in data bases mentioned later, which include world literature. This document contains the initial research protocol. We believe that the contribution we will make to the current knowledge and to emerging new lines of investigation in this subject will be significantly relevant to be considered and included in anesthesiology curriculums of universities in Colombia.

Background: Robot-assisted surgery is expanding worldwide. Most research in this field concentrates on surgeons’ technical skills and patient outcome, but research from open and laparoscopic surgery shows that teamwork is crucial for patient safety. Team composition is changed in robot-assisted surgery with the surgeon placed away from the bedside, potentially altering teamwork and workflow in the operating theatre. This scoping review aimed to explore how factors affecting workflow as well as team members’ social and cognitive skills during robot-assisted surgery are reported in the literature. Methods: A systematic search was performed in the databases Medline, EMBASE, PsycINFO, and Web of Science. Reports were screened according to the Preferred Reporting Item for Systematic reviews and Meta-Analysis for Scoping Review guidelines. Inclusion criteria were robot-assisted surgery, multi-professional teams, and workflow, flow disruptions, or non-technical skills. Results: A total of 12,527 references were screened, and 24 articles were included in the review. Articles were heterogeneous in terms of aim, methods and focus. The studies concentrated on two main fields: flow disruptions and the categorization of their causes and incidences; and non-technical skills describing the challenges of communication and effects on situation awareness. Conclusion: Many studies focused on flow disruptions and found that communication, coordination, training, and equipment/technology were the most frequent causes. Another focus of studies was non-technical skills—primarily communication and situation awareness. Future studies could focus on how to prevent the most harmful flow disruptions and develop interventions for improving workflow.

Background: Important non-technical skills enable operating teams to establish shared mental models (SMMs). The importance of SMMs in regards to surgical performance and peri-operative outcomes remains to be investigated. The aim of this study was to explore whether shared mental models (SMMs) of team resources and the current situation, respectively, were predictive of technical skills, duration of surgery, and amount of intra-operative bleeding in video-assisted thoracoscopic surgery (VATS). Methods: A prospective multi-center observational study was conducted at four tertiary academic hospitals during VATS lobectomy procedures. Data included pre-operative and post-operative questionnaires answered by each of the six team members to measure the SMMs; thoracoscopic video recordings assessed using the previously validated VATS lobectomy Assessment Tool (VATSAT); surgery-related time stamps; and amount (volume) of intra-operative bleeding. Linear regression analyses were conducted to adjust for confounders. Results: Fifty-eight lobectomy procedures were included. Median (interquartile range) VATSAT score was 33.3 (scale 8–40) duration of surgery 101 min (88–123), and amount of intra-operative bleeding 100 ml (20–150). The mean (± SD) of teams’ SMMs of the current situation was 20 (± 5). They were not predictive of the surgeons’ technical skills, but every one point increase in SMM score significantly predicted a 1 min 52 s decrease in duration of surgery and an 11% decrease in amount of bleeding. The SMMs of team resources were not predictive of any outcomes. Conclusion: VATS teams’ superior SMMs of the current situation related to significantly shorter duration of surgery and decreased intra-operative bleeding, indicating an effect on team performance and patient care. Trial registration: NCT02999113 at http://www.clinicaltrials.gov.

Background Medical emergency teams are essential in responding to acute deterioration of patients in hospitals, requiring both clinical and non-technical skills. This study aims to assess the non-technical skills of medical emergency teams during hospital ward emergencies and explore team members perceptions and experiences of the use non-technical skills during medical emergencies. Methods A multi-methods study was conducted in two phases. During phase one observation and assessment of non-technical skills used in medical emergencies using the Team Emergency Assessment Measure (TEAM™) was conducted; and in the phase two in-depth interviews were undertaken with medical emergency team members. Results Based on 20 observations, mean TEAM™ ratings for non-technical skill domains were: ‘leadership’ 5.0 out of 8 (±2.0); ‘teamwork’ 21.6 out of 28 (±3.6); and ‘task management’ 6.5 out of 8 (±1.4). The mean ‘global’ score was 7.5 out of 10 (±1.5). The qualitative findings identified three areas, ‘individual’, ‘team’ and ‘other’ contributing factors, which impacted upon the non-technical skills of medical emergency teams. Conclusion Non-technical skills of hospital medical emergency teams differ, and the impact of the skill mix on resuscitation outcomes was recognised by team members. These findings emphasize the importance non-technical skills in resuscitation training and well-developed processes for medical emergency teams.

The learning curve associated with the adoption of innovation in surgical practice creates tension between the potential benefits of technological advances and the duty to protect patients from avoidable harm. Fear of learning curve‐associated excess patient morbidity might be a key factor in the delayed adoption of Minimally Invasive HepatoBiliary and Pancreatic (MI-HPB) surgery. This PhD thesis incorporates several studies focused on the safe and effective adoption of MI-HPB surgery. The first study describes the safe and effective implementation of robot-assisted distal pancreatectomy trough a procedure specific, mastery‐based training program. Eye tracking is implicated as a tool to differentiate levels of experience with MI-HPB surgery in the following chapter. The second part of this thesis focusses on the impact of surgical innovation on non-technical skills. New technology increases non-technical demands of surgical teams. Tasks and competences of surgical teams need to evolve with adoption of new technology and innovation to maintain efficiency and safety during surgery. Lastly, the efficacy and safety of robot-assisted median arcuate ligament release and robot-assisted surgery for benign duodenal tumors is implicated.

Competency is central to a sustainable and resilient emergency department. Decision-makers, including clinicians, managers, and developers, would benefit from meaningful simulated scenarios in which their skills are trained. Among the various types of skills, non-technical skills are prioritized because the failure to communicate, coordinate and cooperate effectively are common contributing factors to adverse events and involving patients at the ‘sharp-end’ of the health system. For active learning of non-technical skills, simulation and gaming have been frequently used. From the methodology point of view, there is a need to clarify these two methods in order to improve their value in training and learning. This contribution presents the reflective methodology as an option of structuring game design compared to the mainstream service system modeling. The reflective methodology starts with the underlying assumption that it is still possible to achieve gaming effectiveness, even though the baseline layer is a simulation model instead of the service system. Based on a questionnaire investigating the activation of learning of logistical skills in managing an emergency department, results are illustrative of that active learning is much improved and is moving closer to achieving intended outcomes. Analyzing results from logistical experiments in the form of a statistical summary motivates to explore the middle ground of game design and gamification further, especially when the simulation model is the steering layer in scenario generations and debriefing. This aspect might have been less supervised in the philosophy of game science, let alone the application of simulation game for human resource management in emergency department logistics., Part of proceedings: ISBN 978-3-030-72131-2QC 20220316

To assess the stress factors affecting operating theater nurses during the perioperative period. The study was conducted as a cross-sectional survey by means of a specifically drawn-up questionnaire based on the data available in the literature. Stress was measured on a 0/100 visual analogue scale (VAS). Six hundred and twelve (612) persons responded. Stress associated with an operation amounted to 31.8; it was higher at the time of the procedure (49.6) and immediately beforehand (39.4), particularly among the least experienced nurses. The most widely represented stress factors were associated with the surgical team (perceived incompetence, lack of confidence), relational problems with regard to the surgeon, and team members' disruptive behavior. By contrast, familiarity with the team or the procedure seemed to shield the nurses from stress. Feelings of stress had a relatively frequent impact on quality of life (33%), family and personal life (26%), with chronic (recurrent or constant) stress symptoms reported among 20% of respondents. Among operating theater nurses, stress associated with an operation was particularly strong among the least experienced professionals, when the type of procedure or the other team members were unfamiliar, and in the event of disruptive behavior. Stress factor improvement should be a priority, the objective being to enhance professional and personal quality of life, while better ensuring patient safety.

Background: Adverse events in patient care are often caused by failures in teamwork. Simulation training and its debriefing can contribute to improving teamwork and thus patient care. When conducting debriefings, there are several design factors that can potentially influence learning outcomes. This study examines the use of a cognitive aid to help structure the content of debriefings and compares it with debriefings that are merely roughly structured. In addition, the feasibility of the debriefing, the satisfaction of the participants and their teamwork during the training are investigated.Methods: In a simulated night shift, seven teams of four to five medical students (n=32) took part in six cases that simulated common situations in an emergency medicine environment and received a debriefing on their teamwork after each case, either in the intervention condition with the help of the TeamTAG tool - a cognitive aid focusing on selected teamwork principles from Crisis Resource Management (CRM) - or in the control condition without it. The facilitators noted the topics of the debriefings and rated their experience of conducting them; the participants indicated their satisfaction with the debriefings, as well as their assessment of the importance of CRM principles. In addition, the quality of teamwork was assessed using the Team Emergency Assessment Measure (TEAM).Results: The analysis showed no difference in the number of teamwork principles discussed between the control and intervention conditions, but topics were repeated more frequently in the control group. The TeamTAG guideline was focused on and implemented by the tutors, who discussed the CRM principles included in the TeamTAG more consistently than in the control condition. The tutors in both conditions were satisfied with the implementation, and the use of TeamTAG facilitated time management. There were no differences in participants' satisfaction, their assessment of the importance of the teamwork principle, Zielsetzung: Unerwünschten Ereignissen in der Patientenversorgung liegen häufig Versäumnisse in der Teamarbeit zugrunde. Simulationstrainings und deren Nachbesprechung, das Debriefing, können einen Beitrag zur Verbesserung der Teamarbeit und somit der Versorgung leisten. Bei der Durchführung von Debriefings gibt es verschiedene Gestaltungsfaktoren, die den Lernerfolg möglicherweise beeinflussen. In dieser Studie wird der Einsatz eines strukturierenden Leitfadens auf den Inhalt von Debriefings untersucht und mit nur grob strukturierten Debriefings verglichen. Darüber hinaus wird die Durchführbarkeit des Debriefings, die Zufriedenheit der Teilnehmenden und ihre Teamarbeit im Verlauf des Trainings untersucht.Methodik: In einem simulierten Nachtdienst durchliefen sieben Teams von vier bis fünf Medizinstudierenden (n=32) insgesamt sechs Fälle aus der Notfallmedizin und erhielten nach jedem Fall ein Debriefing zu ihrer Teamarbeit: entweder in der Interventionsbedingung unter Zuhilfenahme des Leitfadens TeamTAG, der ausgewählte Teamarbeitsprinzipien des Crisis Resource Management (CRM) in den Fokus stellt, oder in der Kontrollbedingung ohne diesen. Die debriefenden Tutor*innen notierten die Themen der Debriefings und bewerteten ihre Erfahrungen mit der Durchführung; die Teilnehmenden gaben ihre Zufriedenheit mit dem Debriefings, sowie ihre Einschätzung zur Wichtigkeit der CRM-Prinzipien an. Zusätzlich wurde die Qualität der Teamarbeit mit dem Team Emergency Assessment Measure (TEAM) erfasst.Ergebnisse: Zwischen Kontroll- und Interventionsbedingung gab es keinen Unterschied in der Anzahl der besprochenen Teamarbeitsprinzipien, jedoch kam es in der Kontrollgruppe häufiger zur Wiederholung von Themen. Der durch den TeamTAG gesetzte inhaltliche Schwerpunkt wurde von den Tutor*innen umgesetzt, sie besprachen die dort enthaltenen CRM-Prinzipien konsistenter als in der Kontrollbedingung. Die Tutor*innen beider Bedingungen waren mit der Durchführung zufrieden, die Nutzung des Team

This paper presents a comparative study of training of non-technical skills in the maritime and lignite power domains. Non-technical skills (NTS) are the cognitive, social and personal resource skills that complement technical skills in operations within high-risk domains. Training NTS is essential to maintain safety in operational contexts, such as onboard a merchant vessel or in the operation of a lignite power plant. Contextual interviews and observations have been conducted across 8 operator training courses, three maritime and five lignite power. The results indicate that the training approaches and their execution differs greatly despite having a common theoretical basis. While training in the observed maritime courses often combined longer theoretical lectures with group exercises and high-fidelity simulations, the focus of the training remained on the use of specific NTS techniques or tools to prevent accidents and incidents. In contrast to this approach, the training in the lignite power domain primarily focused on how to integrate selected NTS into daily operations. While the lignite training also utilized incident examples and shorter lectures, the focus remained on simulating everyday work tasks and to apply newly learned practices as part of routine operations and standard operational procedures. Further, trainees in the lignite training courses were empowered to take charge of their learning processes, as parts of the training let them recreate situations from their work within the simulator. This article highlights lessons learned from each domain with the goal of improving training practices for NTS in high-risk operations.

BACKGROUND: This study outlines key aspects of professional development among health professionals in low- and middle-income countries (LMIC). LMICs need support in developing their continuing medical education, and non-technical skills (NTS) that have been neglected in this respect. Given the nature of NTS, educational methods should be used experientially. This study aims to explore an interactive educational approach to increase NTS among health care professionals in an LMIC setting. METHODS: A design-based research approach was applied to develop an educational method. Key NTS concepts were identified, which directed the selection of research-based surveys. A series of workshops was designed in which a survey-based experiential approach was developed. The educational process followed a pattern of individual reflection, small group discussion and relating the concepts to the local practice in a wider group. RESULTS: An approach to increase NTS in LMIC settings emerged in iterative development through conducting workshops with health care teams in the Balkans. The topics could be grouped into individual, team, and organisational dimensions. The approach can be described as survey-based experiential learning involving steps in recurring interaction with participants. The steps include identifying concepts in individual, team and organization dimensions and contextualising them using experiential learning on the individual and group levels. CONCLUSION: An overarching approach has been developed that addresses NTS in an LMIC setting. The survey-based experiential learning approach can be beneficial for raising professional awareness and the development of sustainable healthcare settings in LMICs., Funding Agencies:International Medical Program (IMP), Region Östergötland, Center for Teaching and Research in Disaster Medicine and Traumatology, University Hospital Linköping, Sweden Örebro University

Workplaces in the oil and gas (O&G) industry have evolved to become part of the modern complex sociotechnical system that characterises onshore and offshore facilities today. The intense interactions between workers, systems, equipment and processes have made companies in this sector more productive. However, significant and complex risks have also emerged. Managing them requires a methodology capable of understanding and recognising how this entire sociotechnical system works. This research uses the FRAM to model the activities performed by drillers, from the perspective of their workplace, inside the drilling unit of an offshore oil rig—a complex sociotechnical system. The interviews, on-board observations and data gathering performed as part of this study provided information that was used to build a FRAM model capable of representing the real work done by drillers inside the doghouses on offshore oil rigs. Through this model, the variability of human behaviour could be analysed in the context of the different situations that may happen, enabling researchers to understand the specific demands of the work and the correlation between WAI and WAD that naturally emerges. This FRAM-based analysis acknowledges that human factors and non-technical skills are responsible for the productive and safe execution of the work in both normal and critical operations situations, and identifies the impact of this variability—positive or negative—in the execution of daily tasks. It shows that workers’ varied responses can properly deal with complex system demands both in normal situations and in emergencies.

Hälso- och sjukvården är en komplex och riskfylld verksamhet där mänskliga faktorer och brister i kommunikation och samverkan kan orsaka vårdskador och onödigt lidande för patienten. För att öka patientsäkerheten inom anestesiologisk omvårdnad behöver specialistsjuksköterskan agera med ett visst beteende, de behöver så kallade non-technical skills [NTS]. Syftet med studien var att göra en begreppsanalys av NTS inom anestesiologisk omvårdnad. Metoden har utgått från Walker och Avants begreppsanalys i åtta steg och datainsamlingen har skett genom en variation av sökningar från ordböcker, litteratur, webbpublikationer samt vetenskapliga artiklar. Resultatet visar att NTS beskrivs som kognitiva förmågor och sociala beteenden. Det finns sju kategorier: situationsmedvetenhet, beslutsfattande, hantera stress, hantera trötthet, kommunikation, teamarbetet och ledarskap med tillhörande element för att beskriva NTS. Attributen för NTS är 1) Anestesisjuksköterskan mobiliserar nödvändiga kognitiva förmågor vid omhändertagande av patienten. 2) Anestesisjuksköterskan uppvisar säkra sociala beteenden vid omhändertagande av patienten. 3) Anestesisjuksköterskan använder en kombination av kognitiva förmågor och sociala beteenden för ett säkert omhändertagande av patienten. Konsekvensen av NTS är patientsäker vård. Slutligen har anestesisjuksköterskans empiriska kännetecken sammanfattats och fallbeskrivningar skapats för att demonstrera hur begreppet framträder i verkligheten. Slutsatsen är att NTS kan definieras som patientsäkra förmågor och beteenden. När anestesisjuksköterskan använder sig av NTS uppstår patientsäker vård. I framtiden behövs djupare beskrivningar om hur anestesisjuksköterskan skapar situationsmedvetenhet och fattar beslut, hur strukturerade kommunikationsverktyg används och hur barriärer för att våga kommunicera med det multidisciplinära teamet kan ta sig i uttryck. Det behövs också tydligare beskrivningar av specialistsjuksköterskans ledarskap inom anestesiolog, Health care is a complex organization where human factors and deficiencies in communication and collaboration can cause unnecessary suffering for the patient. In order to increase patient safety in anesthesiologic care the specialist nurse need to act with a certain behavior, they need non-technical skills [NTS]. The aim of this study was to do a conceptual analysis of NTS in anesthesiologic care. The method was based on Walker and Avant's conceptual analysis in eight steps, and data was collected from dictionaries, literature, web publications and scientific articles. The result shows that NTS is described as cognitive abilities and social behaviors. Seven categories: situation awareness, decision-making, managing stress, coping with fatigue, communication, teamwork and leadership with related elements describes NTS. The attributes of NTS are 1) The nurse anesthetist mobilizes the necessary cognitive abilities in the care of the patient. 2) The nurse anesthetist exhibits safe social behavior when caring for the patient. 3) The nurse anesthetist uses a combination of cognitive abilities and social behaviors for the safe care of the patient. The consequence of NTS is patient-safe care. The conclusion is that NTS can be defined as patient-safe abilities and behaviors. When the nurse anesthetist uses NTS, patient-safe care arises. In the future deeper descriptions are needed about how the nurse anesthetist creates situational awareness and about the decision-making process, there is also a need to examine how structured communication tools are used and how barriers to daring to communicate within the multidisciplinary team can be expressed. Also, a clearer description of the leadership role of the specialist nurse in anesthesiologic care are needed.

Introduktion: Under de senaste 20 åren har icke-tekniska färdigheters betydelse för patientsäkerheten belysts mer och mer i forskningen. Interprofessionell utbildning med CRM som simulatorkoncept används för att träna icke-tekniska färdigheter och teamarbete men att träna under pågående operation är ovanligt. Syfte: Syftet är att utvärdera hur deltagarna upplever användandet av icke-tekniska färdigheter under en interprofessionell lärandeaktivitet på en dagkirurgisk operation. Metod: Tvärsnittsstudie med enkät som deltagarna (N=239) blev tillfrågade att svara på efter deltagande vid operation. Enkäten utvärderas deltagarnas upplevelse av kommunikation och teamarbete. Deskriptiv statistik och analys med Chi2, Wilcoxon sign rank test och Kruskal-Wallis användes. Resultat: Användandet av kommunikation inom och mellan professionerna har rankats som mycket högt av majoriteten av deltagarna i alla frågor, vid kontroll med Chi2 analys är det statistiskt signifikanta svar. Deltagarna upplever en ökad förståelse för andra professioner i teamet efter deltagande och de flesta anser att de blir en mer effektiv medlem i teamet och samt att patienter har fördel av att ett team löser patientens problem. Ingen statistisk signifikant skillnad sågs mellan professionerna. Slutsats: Träning under en pågående operation är möjligt att genomföra samt är uppskattat av deltagarna och viktigt för deras utveckling av icke-tekniska färdigheter Nyckelord: Icke-tekniska färdigheter, interprofessionellt lärande, CRM, SBAR, closed-loop-kommunikation., Introduction: During the past two decades, there has been increased interest in non-technical skills and how they affect patient safety. The number of articles published in the field has increased. Interprofessional education with the concept of CRM has been shown to be an effective way to train non-technical skills and teamwork, but training during ongoing surgery is uncommon. Purpose: The purpose is to evaluate how the participants experienced the use of non-technical skills in an interprofessional learning activity during ambulatory surgery. Method: This was a cross-sectional study in which the participants (N=239) were asked to answer an evaluation survey following ambulatory surgery, concerning their experience of communication and teamwork. Descriptive statistics and inferential statistics with chi-square, Wilcoxon signed-rank test and Kruskal-Wallis were used to analyse the material. Results: The use of communication within and between the professions was ranked as very high by the majority of the participants in all the questions in the survey, and control using chi-square showed the results to be statistically significant. The participants experienced an increased understanding of the other professions in the team, and deemed that they had become more effective team members. They were also of the opinion that patients have an advantage when a medical team solves their problems. There were no statistically significant results between the professions. Conclusion: Training can be implemented during ongoing surgery. This is a popular activity with participants, and is vital for their development of non-technical skills. Keywords: Non-technical skills, interprofessional education, CRM, SBAR, closed-loop communication

IntroductionIt was feasible to conduct short debriefings in a production-focused, complex work environment. In all the debriefings, the teams discussed various non-technical skills (NTS) and reflected on practice. The majority of team members rated the debriefings as relevant for their task management.

Práce je zaměřena na využití netechnických dovedností v přednemocniční péči. Základem netechnických dovedností je týmová spolupráce, vedení týmu, rozhodovací proces a situační povědomí. Tyto oblasti jsou spjaty pomocí komunikace. Ta je ovšem ve zdravotnictví považována za jednu z nejslabších oblastí, což může mít za následek vznik nedorozumění, komunikačního šumu a konfliktů. To má za následek selhání lidského faktoru, kterému je připisováno velké množství chyb., The work is focused on the use of non-technical skills in pre-hospital care. Non-technical skills are based on teamwork, team leadership, decision-making and situational awareness. These areas are connected through communication. However, this is considered to be one of the weakest areas in the health sector, which can result in misunderstandings, communication noise and conflicts. This results in the failure of the human factor, which is attributed to a large number of errors., Fakulta zdravotnických studií, Hodnocení vedoucího: velmi dobře Hodnocení oponenta: dobře Doplňující otázky k obhajobě: 1. Proč jste při formulaci průzkumných otázek nevyužil již stanovených cílů práce? 2. Jaké bylo správné řešení obou situací výzkumné části? Obhajoba bakalářské práce s prezentací dobrá., Dokončená práce s úspěšnou obhajobou

Bridge Resource Management (förkortat BRM) är idag en naturlig del av handhavandet av fartyg, med syfte att öka säkerheten. Olyckorna till sjöss minskar däremot inte i den takt som de borde. Studien har därför ställt frågan om hur aktiva sjöbefäl upplever att träning i BRM kan förbättras för att bidra till ökad säkerhet, med icke-tekniska förmågor som teoretisk utgångspunkt. Slutsatsen är att inget fartyg är det andra likt när det gäller arbetet med BRM, och förhållandevis abstrakta egenskaper hos besättningen som inställning och beteende i kombination med praktisk nautisk kompetens och erfarenhet är nyckelkomponenter för fartygets säkra framförande. Varje tillfälle för BRM-träning bör också hanteras som unikt, framför allt utifrån deltagarnas specifika behov och bakgrund., Bridge Resource Management (in short BRM) is today a natural part of ship handling, with its purpose of enhancing safety. The accidents, on the other hand, are not declining by a desired rate. This study has therefore posed the question of how working deck officers experience training in BRM and how it is contributing to safety. The theoretical basis is the concept of non-technical skills. The conclusion is that every vessel is unique when it comes to BRM. Seemingly abstract faculties as attitude and behavior shown by the crewmembers combined with practical, nautical competence and experience are key factors for safe ship handling. Every moment of BRM-training should be a unique event, and therefore arranged keeping the specific needs and background of the participants in mind.

New teaching methodologies which foster student involvement, such as project-based learning, are nowadays part of the study curriculum of many engineering schools. Project-based learning courses, however, often build upon other previously taught technical courses, where the technical content for the project to be developed is studied. That type of course design focuses on building the transversal capabilities of students, and the technical challenges of the project are the mean to acquire these non-technical skills. In this paper, we present and assess a project-based course on computer network applications of a computer science school, which has been designed to improve within the same course both the transversal and technical skills of the students. The proposition of interest is that the course not only aims to train the students’ transversal skills by a group work project, but also to practise new technical topics and technologies. We argue that the key element of the proposed course design is that each student project group defines with the instructor the project they would like to develop in the course. We present first the design of the course and then an assessment with questionnaires, which were conducted over two semesters with the students enrolled in the course. The obtained results indicate that the students achieved both technical and transversal skills, while the instructors need to be flexible to adapt to diverse technical topics of the proposed projects., Peer Reviewed, Postprint (published version)

Resource allocation in patient care relies heavily on individual judgements of healthcare professionals. Such professionals perform coordinating functions by managing the timing and execution of a multitude of care processes for multiple patients. Based on advances in simulation, new technologies that could be used for establishing realistic representations have been developed. These simulations can be used to facilitate understanding of various situations, coordination training and education in logistics, decision-making processes, and design aspects of the healthcare system. However, no study in the literature has synthesized the types of simulations models available for non-technical skills training and coordination of care. A systematic literature review, following the PRISMA guidelines, was performed to identify simulation models that could be used for training individuals in operative logistical coordination that occurs on a daily basis. This article reviewed papers of simulation in healthcare logistics presented in the Web of Science Core Collections, ACM digital library, and JSTOR databases. We conducted a screening process to gather relevant papers as the knowledge foundation of our literature study. The screening process involved a query-based identification of papers and an assessment of relevance and quality. Two hundred ninety-four papers met the inclusion criteria. The review showed that different types of simulation models can be used for constructing scenarios for addressing different types of problems, primarily for training and education sessions. The papers identified were classified according to their utilized paradigm and focus areas. (1) Discrete-event simulation in single-category and single-unit scenarios formed the most dominant approach to developing healthcare simulations and dominated all other categories by a large margin. (2) As we approached a systems perspective (cross-departmental and cross-institutional), discrete-event simulation b, QC 20180808

Under de senaste fem åren rapporterades årligen över 2000 intrahospitala hjärtstopp till det nationella hjärtstoppsregistret. När ett hjärtstopp sker vid det mindre akutsjukhuset i södra Sverige tillkallas ett larmteam för att utgöra en kvalitetshöjande resurs. Vid ett hjärtstopp krävs att personalen i larmteamet kan samarbeta eftersom en del arbetsuppgifter måste utföras parallellt för att minimera tiden för adekvat behandling. I dagsläget består utbildningen av sedvanlig träning i hjärtlungräddning vilket medför att ingen samträning sker mellan de olika specialiteterna och yrkesgrupperna i larmteamet. Studier visar att underprestering av icke-tekniska färdigheter, däribland kommunikation, kan utgöra ett hinder för ett lyckat teamarbete. Aktuella HLR-riktlinjer påpekar att vikt bör läggas vid att stärka teamet och att använda sig av kommunikationsmodeller. Studiens syfte var att belysa larmteamets upplevelse av kommunikation under behandlingen av ett hjärtstopp. Som metod för studien valdes en kvalitativ metod med induktiv ansats. Studiedesignen utgjordes av en deskriptiv design med 13 semi-strukturerade intervjuer med personal från larmteamet som valdes ut genom ett ändamålsenligt urval. Efter datainsamlingen analyserades materialet förutsättningslöst med hjälp av innehållsanalys där meningsenheter valdes ut, vilket i sin tur bildade kategorier. De kategorier som bildades var Reflektioner om kommunikation i larmteamet, Larmteamets roller kan inverka på kommunikationen och Erfarenhet förbättrar kommunikationen och resultatet visade att personalen i larmteamet generellt sett upplever kommunikationen under hjärtstoppslarmen som god, men att det varierar från tillfälle till tillfälle. Det framkom även attribut som underlättar kommunikationen samt att informanterna påtalade vikten av att kommunikationen fungerar genom hela vårdkedjan. De beskrev också hur viktigt det var med tydliga roller inom larmteamet. Det visade sig råda en viss otydlighet kring vem som egentligen, Over 2000 intra-hospital cardiac arrest events per year were reported to the Swedish national heart and lung resuscitation registry over the last five years. When a cardiac arrest occurs at the General Emergency Hospital in southern Sweden the hospital emergency team is alerted, to increase the quality of care among the attending personnel. During a cardiac arrest situation it is necessary that the emergency team collaborates, since certain tasks must be performed simultaneously to optimize given treatment. Current CPR-training consists of practical skill training, mostly performed without assembling members from the specialties represented in the hospital emergency team, hence no team training is performed. Previous studies show that several non-technical skills, including communication between the emergency team members, can be an obstacle for successful treatment in a cardiac arrest situation. Current CPR-guidelines recommend that attention should be given to the use of certain communication models to optimize the CPR situation. The aim of this study was to illuminate the emergency team's experience of communication during a cardiac arrest treatment situation. A qualitative method with inductive approach was used to perform the study. The study consisted of 13 semi-structured interviews with staff from the emergency team that were elected through a purposive sampling. The collected data was unconditionally analysed, by content analysis where meaning units were depicted, which formed the categories Reflections on communication in the emergency team, Emergency team roles can affect communication and Experience improves communication. The results showed that the staff in the emergency team generally experienced the communication during a cardiac arrest situation as good, but with variation from one situation to another. Further, attributes were revealed which facilitates communication, and that the respondents pointed out the importance that the communication funct

essential high-risk professions component is non-technical skills - human cognitive and social skill set. These skills gets and are integrated together with technical skills. This paper is discussed in the context of the three groups - cognitive skills, social skills and personal resource management skills. Each group includes important non-technical skills, without which high-risk professions would be unable to achieve the objectives and fulfill the tasks excellently. One of the following professions is ship navigator. It is believed that these skills are actual direct performance of their duties and non-technical skills are good performance to characterized "the perfect ship navigator." Skills gap arises because insufficient attention is paid to this problem, and due to this the young ship navigators performance is affected negative. This paper aims to describe and analyze the current situation in the preparation of the young ship navigators and compare them with experienced captains results. For performing the tasks was used complex methods to analyze and assess the desired and the real situation in this profession.

Background: In the isolated and dynamic health-care setting of critical care air ambulance transport, the quality of clinical care is strongly influenced by non-technical skills such as anticipating, recognising and understanding, decision making, and teamwork. However there are no published reports identifying or applying a non-technical skills framework specific to an intensive care air ambulance setting. The objective of this study was to adapt and evaluate a non-technical skills rating framework for the air ambulance clinical environment. Methods: In the first phase of the project the anaesthetists' non-technical skills (ANTS) framework was adapted to the air ambulance setting, using data collected directly from clinician groups, published literature, and field observation. In the second phase experienced and inexperienced inter-hospital transport clinicians completed a simulated critical care air transport scenario, and their non-technical skills performance was independently rated by two blinded assessors. Observed and self-rated general clinical performance ratings were also collected. Rank-based statistical tests were used to examine differences in the performance of experienced and inexperienced clinicians, and relationships between different assessment approaches and assessors. Results: The framework developed during phase one was referred to as an aeromedical non-technical skills framework, or AeroNOTS. During phase two 16 physicians from speciality training programmes in intensive care, emergency medicine and anaesthesia took part in the clinical simulation study. Clinicians with inter-hospital transport experience performed more highly than those without experience, according to both AeroNOTS non-technical skills ratings (p = 0.001) and general performance ratings (p = 0.003). Self-ratings did not distinguish experienced from inexperienced transport clinicians (p = 0.32) and were not strongly associated with either observed general performance (r(s) = 0

Employers focus increasingly on employability attributes when recruiting graduates. Generic employability attributes are available to the somatology profession, but the researcher could not obtain evidence that profession-specific employability attributes exist for the somatology profession.

Employers focus increasingly on employability attributes when recruiting graduates. Generic employability attributes are available to the somatology profession, but the researcher could not obtain evidence that profession-specific employability attributes exist for the somatology profession.

The Regional Aviation Association of Australia (RAAA) has identified a need to better understand the concerns of its members in the attraction and retention of early career pilots. RAAA has further identified the need to better understand any shortcomings in professional aviation training programs in Australia so as to provide appropriate guidance from an industry point of view. The RAAA Training and Education Committee (TEC) facilitated the undertaking of this study with its members. This study provides insight into the technical and non-technical attributes that aviation manager’s value in early career pilots.

Current literature on employability highlights that there is often a disconnect between the expectations of industry, higher education institutions, and graduates of higher education in relation to graduate performance in the workplace. Despite the efforts of higher education to produce graduates who are work-ready, many studies highlight that employers often perceive graduates to be lacking in the ability to demonstrate the non-technical skills required to carry out many day-to-day workplace operations. Higher education institutions have responded to this perceived skills gap with a number of pedagogical strategies designed to improve graduate employability. Some examples of these strategies which have been reported within existing literature include: internships; explicit skills teaching; embedding non-technical skills within discipline-based units; career development and management counselling; opportunities for volunteering; work placements; industry-based competitions and networking events; and, the development of career portfolios. However, while the benefits of such pedagogical strategies for students have been reported, there remains little evidence of the success of these strategies from the perspective of graduates who are managing the process of transitioning from higher education into the workforce. This mixed methods study investigates the nature of the perceived graduate skills gap by exploring graduates’ perceptions of: the non-technical skills which they feel are important within the first 0-12 months of employment; their confidence in displaying these skills; and, the aspects of higher education and industry which positively contributed to the development of their non-technical skills. An online survey (n=50) and follow-up interviews (n=12) were used to explore graduates’ perceptions on the experiences within higher education institutions and industry which they feel have positively contributed to the development of their employability. Survey resul

Embedding generic skills such as communication and teamwork in the accounting curriculum continues to attract attention from stakeholders. In parallel, the business world and more recently some faculty, have recognized and explored the need to incorporate emotional intelligence (EI) in the curriculum. EI is viewed as a desirable quality as it allows accountants to excel in strategic decision making, teamwork, leadership, and client relations. We contend that in the quest to find the best employees, employers have focused on EI, whereas accounting faculty have placed less emphasis on EI skill development and a greater emphasis on generic skills. This paper addresses the need for accountants to have a combination of EI and generic skills. The commonalities and differences between an EI framework and a generic skills framework are identified when the two are juxtaposed. This provides guidance for faculty seeking to develop highly skilled graduates via the development of a range of curriculum resources designed to enhance EI.

Design goals and design directions are formulated for the (digital) support of non-technical nursing tasks and skills in the intensive care unit (ICU), such as organizing work, evaluating care, coping with stress and dealing with poor team dynamics. A conceptual framework for ICU nursing was developed that provides product developers with a design-relevant view of nursing. The point of departure of the nurse-centred framework is that ICU nurses fulfil three roles: practitioner, scholar, and human. The framework was implemented into a prototype that was evaluated by nurses. In addition, interviews structured according to the framework were held. Both studies resulted in design recommendations for improved ICU nursing support., Industrial Design, Industrial Design Engineering

Self-efficacy is thought to be important for resuscitation proficiency in that it influences the development of and access to the associated medical knowledge, procedural skills and crisis resource management (CRM) skills. Since performance assessment of CRM skills is challenging, self-efficacy is often used as a measure of competence in this area. While self-efficacy may influence performance, the true relationship between self-efficacy and performance in this setting has not been delineated. We developed an instrument to measure pediatric residents' self-efficacy in CRM skills and assessed its content validity, internal structure, and relationship to other variables. After administering the instrument to 125 pediatric residents, critical care fellows and faculty, we performed an exploratory factor analysis within a confirmatory factor analysis as well as a known group comparison. The analyses specified four factors that we defined as: situation awareness, team management, environment management, and decision making. Pediatric residents reported lower self-efficacy than fellows and faculty in each factor. We also examined the correlation between self-efficacy and performance scores for a subset of 30 residents who led video recorded simulated resuscitations and had their performances rated by three observers. We found a significant, positive correlation between residents' self-efficacy in situation awareness and environment management and their overall performance of CRM skills. Our findings suggest that in a specific context, self-efficacy as a form of self-assessment may be informative with regards to performance.

Accounting bodies and relevant stakeholders have questioned the suitability of traditional educational approaches to face the strategic challenges induced by social demands; concluding that communication, group working and problem-solving skills appear to be at least as important as ‘technical’ knowledge for their professional future. In the Spanish context, the implementation of the EHEA should have been a key milestone in order to redirect accounting education objectives, by including complex competencies composed by knowledge, skills and values (in line with stakeholders opinions). The paper objective is to study the influence of a pedagogical strategy consisting on the use of empirically- based case studies on content learning, skills development, and students’ attitudes. This longitudinal experiment has been carried out in the subject Management Accounting for Tourism Organizations (MATO), from 2004 to 2008 academic courses. The instrument consists of a Self-assessment questionnaire previously validated by Arquero and others. (2004) and by Escobar and Lobo (2007). The sample is composed by the students enrolled in Management Accounting subject who had taken part in the innovative activity across those years (2004 – 2008). The obtained evidence suggests that there is a strong influence on students ́ motivation, improvements in content learning, and, above all, non-technical skills development when using empirically-based case studies elaborated by students from real companies’ information as a innovative pedagogical strategies.

En la actualidad, estamos inmersos en el proceso de adaptación del sistema universitario español al Espacio Europeo de Enseñanza Superior (EEES). En esta línea, este trabajo tiene su origen en la respuesta a la invitación por parte de la Dirección de la Escuela de Estudios Empresariales de la Universidad de Sevilla a participar en una Experiencia Piloto para la Implantación del Crédito Europeo (ECTS), tras de ser ésta elegida por la Junta de Andalucía para el caso de la Diplomatura en Turismo. El EEES supone una reorganización conceptual de los sistemas educativos para adaptarse a los nuevos modelos de formación centrados en el trabajo y el aprendizaje del estudiante.Esto implica que además de la tradicional docencia presencial, los alumnos puedan realizar actividades complementarias permitan asentar sus conocimientos y desarrollar sus capacidades, habilidades y destrezas. Entre ellas, hemos optado por desarrollar una que consiste en la elaboración por parte de los alumnos en grupos de tres, de estudios de caso reales en los que se analice el proceso de elaboración y el empleo de la información contable para la gestión en las empresas turísticas.Obviamente,esta decisión no es caprichosa,sino que se basa en que está generalmente aceptado por la doctrina sobre educación en Contabilidad,que las capacidades de comunicación, trabajo en grupo y resolución de problemas son, al menos, tan importantes como los conocimientos técnicos., Nowadays,we are immersed in an adaptation process from the Spanish Higher Education System to the new European Higher Education System (EHES). Concerning to this fact, the Tourism Bachelor thought at the Business School (EUEE) of the University of Seville was chosen by the Andalusian Government to develop an implementation pilot project of the European Credit Transfer System (ECTS). Consequently, some members of the EUEE teaching staff were invited by the School Management to take part in this challenging project. The EHES implies a conceptual re-organization of the contemporary Education Systems towards the new education models which are focus on learning and student workload.In addition,these new models imply that students could carry out new activities out of the classroom apart from attending conventional classes.By doing this they would develop new skills and abilities.Regarding to this point,our teaching strategy for the specific subject of Management Accounting for Tourism Organizations has been divide the class into three-student groups.Each one of these groups was responsible for conducting a case study in real tourism organization context. More specifically, they were expected to analyse the elaboration process of management accounting information and its use by managers within the organizations for making decision purposes. Obviously, this activity has not been a fortuitous choice.It is based on one general accepted fact by the accounting education doctrine.This is that some nontechnical skills such us communication, group working and problem solving are, at least, as important as technical knowledge for their professional future.

En la actualidad, estamos inmersos en el proceso de adaptación del sistema universitario español al Espacio Europeo de Enseñanza Superior (EEES). En esta línea, este trabajo tiene su origen en la respuesta a la invitación por parte de la Dirección de la Escuela de Estudios Empresariales de la Universidad de Sevilla a participar en una Experiencia Piloto para la Implantación del Crédito Europeo (ECTS), tras de ser ésta elegida por la Junta de Andalucía para el caso de la Diplomatura en Turismo. El EEES supone una reorganización conceptual de los sistemas educativos para adaptarse a los nuevos modelos de formación centrados en el trabajo y el aprendizaje del estudiante. Esto implica que además de la tradicional docencia presencial, los alumnos puedan realizar actividades complementarias permitan asentar sus conocimientos y desarrollar sus capacidades, habilidades y destrezas. Entre ellas, hemos optado por desarrollar una que consiste en la elaboración por parte de los alumnos en grupos de tres, de estudios de caso reales en los que se analice el proceso de elaboración y el empleo de la información contable para la gestión en las empresas turísticas. Obviamente, esta decisión no es caprichosa, sino que se basa en que está generalmente aceptado por la doctrina sobre educación en Contabilidad, que las capacidades de comunicación, trabajo en grupo y resolución de problemas son, al menos, tan importantes como los conocimientos técnicos., Nowadays, we are immersed in an adaptation process from the Spanish Higher Education System to the new European Higher Education System (EHES). Concerning to this fact, the Tourism Bachelor thought at the Business School (EUEE) of the University of Seville was chosen by the Andalusian Government to develop an implementation pilot project of the European Credit Transfer System (ECTS). Consequently, some members of the EUEE teaching staff were invited by the School Management to take part in this challenging project. The EHES implies a conceptual re-organization of the contemporary Education Systems towards the new education models which are focus on learning and student workload. In addition, these new models imply that students could carry out new activities out of the classroom apart from attending conventional classes. By doing this they would develop new skills and abilities. Regarding to this point, our teaching strategy for the specific subject of Management Accounting for Tourism Organizations has been divide the class into three-student groups. Each one of these groups was responsible for conducting a case study in real tourism organization context. More specifically, they were expected to analyse the elaboration process of management accounting information and its use by managers within the organizations for making decision purposes. Obviously, this activity has not been a fortuitous choice. It is based on one general accepted fact by the accounting education doctrine. This is that some non-technical skills such us communication, group working and problem solving are, at least, as important as technical knowledge for their professional future.

Nowadays, we are immersed in an adaptation process from the Spanish Higher Education System to the new European Higher Education System (EHES). Concerning to this fact, the Tourism Bachelor thought at the Business School (EUEE) of the University of Seville was chosen by the Andalusian Government to develop an implementation pilot project of the European Credit Transfer System (ECTS). Consequently, some members of the EUEE teaching staff were invited by the School Management to take part in this challenging project. The EHES implies a conceptual re-organization of the contemporary Education Systems towards the new education models which are focus on learning and student workload. In addition, these new models imply that students could carry out new activities out of the classroom apart from attending conventional classes. By doing this they would develop new skills and abilities. Regarding to this point, our teaching strategy for the specific subject of Management Accounting for Tourism Organizations has been divide the class into three-student groups. Each one of these groups was responsible for conducting a case study in real tourism organization context. More specifically, they were expected to analyse the elaboration process of management accounting information and its use by managers within the organizations for making decision purposes. Obviously, this activity has not been a fortuitous choice. It is based on one general accepted fact by the accounting education doctrine. This is that some non-technical skills such us communication, group working and problem solving are, at least, as important as technical knowledge for their professional future., En la actualidad, estamos inmersos en el proceso de adaptación del sistema universitario español al Espacio Europeo de Enseñanza Superior (EEES). En esta línea, este trabajo tiene su origen en la respuesta a la invitación por parte de la Dirección de la Escuela de Estudios Empresariales de la Universidad de Sevilla a participar en una Experiencia Piloto para la Implantación del Crédito Europeo (ECTS), tras de ser ésta elegida por la Junta de Andalucía para el caso de la Diplomatura en Turismo. El EEES supone una reorganización conceptual de los sistemas educativos para adaptarse a los nuevos modelos de formación centrados en el trabajo y el aprendizaje del estudiante. Esto implica que además de la tradicional docencia presencial, los alumnos puedan realizar actividades complementarias permitan asentar sus conocimientos y desarrollar sus capacidades, habilidades y destrezas. Entre ellas, hemos optado por desarrollar una que consiste en la elaboración por parte de los alumnos en grupos de tres, de estudios de caso reales en los que se analice el proceso de elaboración y el empleo de la información contable para la gestión en las empresas turísticas. Obviamente, esta decisión no es caprichosa, sino que se basa en que está generalmente aceptado por la doctrina sobre educación en Contabilidad, que las capacidades de comunicación, trabajo en grupo y resolución de problemas son, al menos, tan importantes como los conocimientos técnicos.

Además de estar generalmente aceptado en la doctrina sobre docencia de la Contabilidad que las capacidades de comunicación, trabajo en grupo y otras son, al menos, tan importantes como los conocimientos técnicos, recientemente las iniciativas de adaptación de nuestro país al Espacio Europeo de Educación Superior ha vuelto a poner de candente actualidad esta cuestión, ya que éste pone especial énfasis en el desarrollo de éstas capacidades. En este contexto, en este trabajo se presentan los resultados de una experiencia que se ha desarrollado en la asignatura Control de Gestión de la Diplomatura de Turismo. En particular, nos centramos en el análisis del impacto del empleo de juegos de simulación empresarial en la motivación de los alumnos, en el aprendizaje de fundamentos de Control de Gestión aplicados a hoteles, y en el desarrollo de las denominadas capacidades no técnicas., Nowadays, it is generally accepted that some communication, team group, and solving problem skills are at least as important as any other technical-related knowledge ones. Recently, the adaptation process to the new European Higher Education System is mainly focus on these non-technical skills. Giving the fact that the use of business games is recommended to improve above mentioned skills it is going to be evaluated the impact of their use into students’ attitudes and aptitudes. In this paper, we present the results of using a specific hotel business game understood as the impact on students motivation and learning. This experience has been carried at the subject Management Control of three-year degree of Tourism at the University of Seville.

Davies, H., Sundin, D., Robinson, S., & Jacob, E. (2021). Does participation in extended immersive ward‐based simulation improve the preparedness of undergraduate bachelor’s degree nursing students to be ready for clinical practice as a registered nurse? An integrative literature review. Journal of Clinical Nursing, 30(19-20), 2897-2911. https://doi.org/10.1111/jocn.15796