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24th European Congress of Psychiatry / European Psychiatry 33S (2016) S349–S805

S539

South London & Maudsley NHS Foundation Trust, Maudsley

Simulation, London, United Kingdom

Corresponding author.

Introduction

Mental health simulation refers to training that

recreates real-life scenarios in safe environments using actors

and technology, followed by structured debriefs, aiming to fos-

ter professional development and improve the quality of mental

healthcare. Such training can overcome many challenges faced

in training psychiatrists throughout their careers; from reduced

patient contact in early careers due increased community-based

care, to financial and time pressures of releasing senior psychi-

atrists (Brown et al., 2011). This presentation conceptualises a

psychiatrist’s career as 5 developmental stages; infancy, childhood,

adolescence, adulthood, late adulthood.

Aims

To demonstrate the considerable potential of mental health

simulation training in meeting training needs of psychiatrists.

Method

Maudsley Simulation, London, has successfully devel-

oped and evaluated courses for psychiatrists at all stages of training.

Courses have been positively received, with evaluations and out-

comes highlighted in more detail.

Results

Stage 1 – infancy. Specifically-designed courses to give

medical students experience of mental health care.

Stage 2 – childhood. Series of courses delivered directly to focus

on the key skills of core psychiatry trainees in working with mental

health patients.

Stage 3 – adolescence. Various courses developed to foster core

skills in experienced psychiatry trainees across community and

hospital settings.

Stage 4 – adulthood. Courses tailored to specialist areas of psy-

chiatry such as perinatal mental health, or systemic and family

approaches.

Stage 5 – late adulthood. Training focused on developing skills

for specific scenarios for senior psychiatrists, such as the Coroner’s

Court or Mental Health Tribunal.

Conclusion

Mental health simulation training canmeet the train-

ing needs of psychiatrists throughout their careers with positive

outcomes.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1577

EV593

‘In situ’ team-based simulation

training for psychiatry: Innovation in

managing the medically deteriorating

patient

C. Attoe

1 ,

, C. Tritschler

1

, M. Lavelle

2

, S. Cross

1

1

South London & Maudsley NHS Foundation Trust, Maudsley

Simulation, London, United Kingdom

2

King’s College London, Florence Nightingale Faculty of Nursing &

Midwifery, London, United Kingdom

Corresponding author.

Introduction

The interconnected nature of physical and mental

health has been emphasised in recent times, with eye-catching

figures such as people with schizophrenia dying up to 18 years ear-

lier than the general population, with 60% excess mortality due

to physical health (Chang et al., 2011). This highlights the need

to care for patients’ physical health on inpatient psychiatric units,

with training generally focusing on knowledge and competency.

However, serious untoward incidents, including medically deteri-

orating patients in psychiatric settings, often evidence failings in

communication, teamwork, and systems. Simulation training has

the potential to develop communication and teamwork skills, as

well as technical knowledge and competency.

Aims

Evaluate ‘in situ’ simulation for managing medically dete-

riorating patients in psychiatric settings, evaluating knowledge,

confidence, attitudes, and changes following training.

Methods

Six simulation sessions were completed on one inpa-

tient psychiatric ward over 2 months. Specifically-designed

self-report measures assessed participants’ (

n

= 35) knowledge,

confidence, and attitudes towards managing medically deteriorat-

ing patients. Open-questions, focus groups, and follow-up surveys

were used to collect qualitative data on course’s impact.

Results

Participants’ knowledge, confidence, and attitudes

showed statistically significant improvements (

P

< .01), with large

effect sizes (.40–.53). Thematic analyses identified the themes

of confidence, teamworking, communication, and debriefing.

Deficiencies in equipment and procedures were identified and

rectified. Incident reporting data was also analysed.

Conclusion

‘In situ’ simulation training has significant potential

to benefit psychiatry teams in their management of medically dete-

riorating patients, which is an important step for both quality and

safety of care, as well as tackling the interconnected nature of men-

tal and physical health.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1578

EV594

What young adults know about the

factors that affect fertility?

N. Carolino

1 ,

, A. Galhardo

1 , 2

, M. Moura-Ramos

2

, M. Cunha

1 , 2

1

Instituto Superior Miguel Torga, Psicologia, Coimbra, Portugal

2

Faculdade de Psicologia e Ciências da Educac¸ ão da Universidade de

Coimbra, CINEICC, Coimbra, Portugal

Corresponding author.

Introduction

The literature has shown that young adults reveal

lack of knowledge about factors that influence fertility. Given this

gap of knowledge regarding fertility, several authors indicate the

need for awareness-raising and promotion of attitudes and behav-

iors that preserve fertility.

Objective

This study aimed to assess the knowledge about factors

that affect fertility aswell as the impact of information transmission

on this topic.

Materials and methods

Five hundred and fifty-one subjects aged

between 18 and 40 years old without children completed an online

questionnaire specifically developed for this study. Two assess-

ment moments were considered and participants were randomly

assigned to three groups:

– video group;

– website group;

– control group.

The video and website groups accessed information on fertility-

related factos such as age, weight, exercise, substance abuse,

irregular menstrual cycles, pollution, etc. The control group had

no access to this information.

Results

Male participants revealed more knowledge about the

factors that affect fertility in both moments. Participants in the

groups that had access to fertility information (video group and

website group) improved their level of expertise. No significant

differences were found in the control group.

Discussion/conclusion

Groups that watched the video or visited

the website where information on fertility-related lifestyle and

other factors was available increased their level of knowledge, sug-

gesting that education on this subject should be provided to general

population. The means used for the information dissemination had

no impact on the improvement of knowledge.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1579