Amy Marsh
Director / Trainer
Education
Postgraduate Certification in Simulation in Clinical Education: Design, Development and Delivery course
Simulation Design and Delivery in Clinical Education
Theoretical Perspectives on Simulation in Clinical Education
Effective Clinical Teaching
Education for Clinical instructors in Life Support Teaching
Postgraduate Certificate in Academic Practice
Nursing Experience
Accident and Emergency
Intensive Care
Resuscitation Officer
Senior Nurse for Deterioration and Resuscitation
Teaching Experience
Immediate Life Support Instructor
Paediatric Basic Life Support Instructor, including CAHMS and Eating Disorder considerations
Advanced Life Support Instructor
Cardiopulmonary Resuscitation and Automated External Defibrillator Training for Community Teams
Anaphylaxis, Choking and Ligature management
Resuscitation Council (UK) Course Director
Developed syllabus and overall course structure, and administered all grades.
About Me
I am passionate about maintaining compliance of Resuscitation Council UK (RCUK) accredited adult and child education programs, focusing on quality improvement and further development of patient safety initiatives across organisations. I run a nurse-led team that is well established in education, current standards of practice and evidenced based care that provides a career development pathway.
I aim to support organisations uphold standards set out by NICE and CQC and other accredited professional organisations. I am an experienced RCUK trainer who has significant education and understanding of the management of physical health and the deteriorating patients including mental health challenges and the management requirements of secure environments. I have excellent current knowledge of health practices and the required dynamic leadership skills needed to manage the requirements of large service providers.
My team have supported across Kent and Medway to develop across all areas practice. Not only am I competent in my own clinical practice, I ensure others perform at their scope of practice that ensures patients receive high-quality, safe care. I offer structured guidance to patient safety teams and governance leads. I can offer practical management plans by way of developing relevant policies and standard operating procedures, teaching staff to act as role models for best practice. I am focused on the delivery of teaching that provides skills that demonstrate leadership capabilities while supporting and managing teams within their resources
Education has helped form my core key principles to facilitating the development of others. This contributes to the development of the KRT workforce and informs best practice within the team. Additionally, I can support research to inform and improve practice. I can support organisations with audits their service, and complete reports of all medical emergencies and cardiac arrests across the organisations to evaluate health care challenges and to contribute to the evidence base to enhance patient care and outcomes.
There is a wide variety of clinical specialities across KRT scope of teaching delivery, with extensive opportunity to integrate and develop services. As a senior nurse practitioner, I have extensive experience with community and inpatient teams as well as those requiring bespoke training elements for sedation.
I work closely with our academic partners and am a clinical academic lecturer at Universities. In addition, I have post-graduation certification in simulated education in health-care and are currently completing a post-graduate certificate in academic practice, which is a master-level program, accredited by Advance HE. I nurse clinically maintain all critical care competencies by working as a bank nurse at local hospitals, this includes catherisation, cannulation, IV medication administration and interpretation of physical health and mental health needs for adults and children. This I find is an instrumental contribution to the team, strengthening understanding and supporting clinical academia.
Main duties of my role as a senior nurse specialist I am firmly embedded working with the Trust quality and safety team, working alongside the Q&S leads to ensure ‘work as done’ is reflected in the planning and delivery of safety initiatives. I am developing paediatric PILS courses that have a specific scenario’s for the needs of the service such as medical emergencies in eating disorders.
My experience and credentials afford KRT to offer NHS trusts and organisational assurances of meeting the needs of their services.
Sara Anderson
I am a Registered General Nurse and I have 10 years’ experience in clinical practice, within acute medicine. My experience is within acute medical units, SDEC (same day emergency care) and workforce development, teaching and updating post registered nurses for the NHS Trust. I have now returned to teach student Nurses, at the University, on all pathways, adult, mental health and child nursing. My focus is simulated practise, based in the simulation suite. I teach all year groups at BSc, MSc and also Nursing Associates. When I am not in the simulation suite teaching, I am constructing the lesson plans and simulated activities to meet the NMC standards of practice. I am currently writing a guide for other registered facilitators to be able to write lesson plans and simulated activities to meet the professional standards set out by professional bodies. Simulated education for NHS England is a core way for training the health and care workforce alongside traditional educational methods.
NHS England highlight key aspects to this model of teaching including how they enhance the competencies and professional capabilities of health and care workers and prepare learners by providing a safe learning environment to practice real-world health and care scenarios. They also offer unique ways to apply safety science and human factors to improve organisational learning, system performance and staff wellbeing. This is central to my designing of scenarios for simulation, as trainers we must establish safety of the learner to promote an environment that allows for reflection and learning to take place.
Immersive learning technologies and blended learning approaches underpin growth in education capacity, ensure equitable access to learning and enhance simulation and immersive learning practices at scale which support key targets of the NHS Long Term Workforce Plan. The training we can offer at KRT by combines educational trends and future direction. I am excited to be able to deliver Hybrid Simulation: Combining multiple methods for diverse learning. As well as, Professionalisation of Faculty: Developing specialised staff to design and deliver simulation-based education in-house.
I am conscious we aim to work nationally to:
- Support the delivery of NHS Long Term Workforce Plan, Educator Strategy and Patient Safety Syllabus
- Professionalise simulation faculty to design and deliver health and care education
- Deliver the Immersive, Simulation and Related Technologies Dynamic Purchasing System (DPS) as an approved procurement channel for health and care and education providers.
- Develop guidance to support the exploration, adoption and implementation of simulation and immersive technologies at scale.
- Host communities of interest and communities of practice to innovate and collaborate across the health and care simulation and immersive technology community.
This is something that working with KRT I feel I am supporting to achieve.
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