Table 5.
Perspectives around ORBB integration with simulation implementation
| Themes | Total | APPS | MDs | RNS | Other | Example statements of most common three themes |
|---|---|---|---|---|---|---|
| Enablers of effective adoption of OR Black Box-enhanced simulations | ||||||
| Engage (all) Stakeholders | 14 | 3 | 8 | 3 | 0 | “Committee with a good representation of OR members to develop accurate simulation scenarios: OR nurse, scrub tech, anesthesia tech, surgeon, CRNA/resident, anesthesiologist, medical students, and many more” (radiology, vendors…) |
| Education/communication | 8 | 2 | 5 | 0 | 1 | “Will need to provide education to familiarize participants with the technology.” |
| Culture of Safety | 5 | 0 | 4 | 1 | 0 | “Would need to be a priority from the top. Would need to set aside specific time for the OR team to be available to do simulation activities.” |
| Uphold psychological safety | 5 | 0 | 4 | 1 | 0 | “Creating a safe space for staff to participate by having an experienced mediator or educator onsite to lead the simulations. Simulations should be comprised of team members which mimic reality, so everyone in the simulation is participating in their usual role, not playing the part of another clinician.” |
| Resources | 4 | 1 | 2 | 1 | 0 | |
| High fidelity/realistic | 3 | 0 | 3 | 0 | 0 | |
| Information | 3 | 2 | 1 | 0 | 0 | |
| Scenario library | 2 | 2 | 0 | 0 | 0 | |
| Timing | 2 | 0 | 1 | 1 | 0 | |
| Virtual options | 2 | 0 | 2 | 0 | 0 | |
| Consent | 1 | 0 | 1 | 0 | 0 | |
| Simulation- metrics | 1 | 0 | 1 | 0 | 0 | |
| Simulation- policies | 1 | 1 | 0 | 0 | 0 | |
| Teamwork | 1 | 0 | 1 | 0 | 0 | |
| Trained facilitators | 1 | 0 | 1 | 0 | 0 | |
| Quality Improvement | 1 | 0 | 0 | 0 | 1 | |
| Barriers to the adoption of OR Black Box-enhanced simulations | ||||||
| Resources | 14 | 2 | 8 | 4 | 0 | “These rooms are used for patient care and not frequently available for simulation.” |
| Schedule | 11 | 2 | 6 | 3 | 0 | “Limited staffing in more areas at this time so inability to free up all members of the team.” |
| Time | 11 | 1 | 7 | 3 | 0 | “Protected time for CUH staff and nursing” |
| Awareness | 5 | 1 | 2 | 1 | 1 | |
| Communication | 4 | 1 | 2 | 1 | 0 | |
| Cost | 4 | 0 | 2 | 2 | 0 | |
| Privacy | 4 | 0 | 3 | 1 | 0 | |
| Psychological safety | 4 | 0 | 4 | 0 | 0 | |
| Culture of Safety | 3 | 0 | 3 | 0 | 0 | |
| Data | 2 | 0 | 2 | 0 | 0 | |
| Education | 2 | 0 | 1 | 0 | 1 | |
| Biased QI | 1 | 0 | 1 | 0 | 0 | |
| Buy in | 1 | 0 | 1 | 0 | 0 | |
| COVID | 1 | 0 | 1 | 0 | 0 | |
| Expert facilitators | 1 | 0 | 1 | 0 | 0 | |
| Legal | 1 | 0 | 1 | 0 | 0 | |
| Value added | 1 | 1 | 0 | 0 | 0 | |
Themes are in order by frequency, with the most frequent responses listed first. Subsequently, for frequencies that appear more than once, themes are arranged alphabetically to provide a clearer presentation of the data. Bold text in row highlights the top three most common themes across all professions. Respondents’ statements provided on the most common themes