Table 1 Non-technical skills (NTS) categories and examples of literature relevant for the conduct and debriefing of Hand-it-on
From: “Hand-it-on”: an innovative simulation on the relation of non-technical skills to healthcare
ANTS categories [16] | Underlying and related concepts and further references | Examples of relations to Hand-it-on and participants’ behavior |
|---|---|---|
Situation awareness | • Situation awareness is composed of the three elements: perception, comprehension and projection into the future [46]. • The concept of situation awareness as a single variable was challenged and its division into sub-dimensions requested [47]. | Perception: • Who recognizes the workload of other team members? • Do all participants hear the instructions given or ideas that come from team members? Comprehension: • How do the different participants involved interpret the instructions given? Projection: • Does the group anticipate further challenges from more processes? • Do they discuss obstacles to the implementation of improvement ideas during a debriefing round? |
Decision making | • Decision making can be analyzed from a more analytical or from a more intuitive angle [48]. • Processing numerical information to reach sound decisions depends to a large extent on how the information is presented and rules of thumb often help in this process [6]. | • What kinds of decisions were taken during the simulation (e.g., to assign a leader)? • What kinds of criteria were considered when making these decisions? • To what extent was the decision process analytical vs. intuitive? • Was there any numerical information used? • Were all participants aware of the decisions taken? |
Team working | • Co-ordination behavior in a team can be described along two dimensions in care situations: “explicit vs. implicit” and “actions vs. information” [49]. | • How explicit is the information shared in the group and/or between the two groups in the version for two groups? • Is the co-ordination more action-oriented or more information-oriented? • How does the co-ordination pattern change over time? • What verbal cues are used in the co-ordination process? What non-verbal cues were used? • What is the relationship between plans and their implementation? |
Task management | • Task management needs to be adjusted to the different context and the persons involved adapt their actions to the changing dynamic of the situation [50]. | • What kinds of adjustment are made (e.g., establishing a “task force” for the unexpected event)? • What triggers such adjustments (e.g., task overload, time, discussion)? • What are obstacles to implement such changes (e.g., slowing down of the core process)? |