European Psychiatry - Volume 33 - March 2016

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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.
EV593
‘In situ’ team-based simulation
training for psychiatry: Innovation in
managing the medically deteriorating
patient
C. Attoe ∗, C. Tritschler , M. Lavelle , S. Cross
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.
EV594
What young adults know about the
factors that affect fertility?
N. Carolino ∗, A. Galhardo , M. Moura-Ramos , M. Cunha
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.