Surgery in practice and science · 2026
A simulation-based role-reversal training program improves knowledge, skills, and job satisfaction of endovascular scrub nurses.
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Lawaetz Jonathan, Siercke Maj, Skov Rebecca, Konge Lars, Van Herzeele Isabelle, Eiberg Jonas Peter
Аннотация
OBJECTIVES: This study assessed the effectiveness of a modified simulation-based education (SBE) program, originally designed for vascular surgical trainees, adapted for endovascular scrub nurses (ESNs). The goal was to enhance their technical and non-technical skills and explore the program's impact on operating room (OR) teamwork and workflow.
MATERIALS AND METHODS: A mixed-methods design was used. Eleven experienced ESNs-each with experience from approximately 100 endovascular procedures in the past 2-3 years-participated in role-reversal simulations, practicing peripheral endovascular procedures in the role of the surgeon under the guidance of a supervisor. Quantitative assessments included the Global Rating Scale (GRS) and an Examiner's Checklist for technical skills, while semi-structured interviews provided qualitative insights into non-technical domains such as teamwork, workflow, and job satisfaction.
RESULTS: The program significantly improved ESNs' technical skills, with GRS scores increasing from median [IQR] 19.0 [14.0; 24.0] to 43.0 [32.0; 44.0] (p=.004) and Examiner's Checklist scores rising from 49.0 [45.0; 58.0] to 73.0 [65.0; 78.0] (p=.004). Qualitative findings, derived from the themes of learning potential, job satisfaction, culture, feedback, overwhelming, and COVID-19, further demonstrated improvements in non-technical domains, including understanding of procedural sequences, teamwork, workflow, and job satisfaction. Participants reported better anticipation of surgeons' needs and a more collaborative atmosphere in the operating room.
CONCLUSIONS: The role-reversal simulation-based education program for ESNs improved technical skills and strengthened teamwork and collaboration in the operating room. These findings highlight the potential of role-reversal training to enhance surgical performance and job satisfaction among OR staff.
MATERIALS AND METHODS: A mixed-methods design was used. Eleven experienced ESNs-each with experience from approximately 100 endovascular procedures in the past 2-3 years-participated in role-reversal simulations, practicing peripheral endovascular procedures in the role of the surgeon under the guidance of a supervisor. Quantitative assessments included the Global Rating Scale (GRS) and an Examiner's Checklist for technical skills, while semi-structured interviews provided qualitative insights into non-technical domains such as teamwork, workflow, and job satisfaction.
RESULTS: The program significantly improved ESNs' technical skills, with GRS scores increasing from median [IQR] 19.0 [14.0; 24.0] to 43.0 [32.0; 44.0] (p=.004) and Examiner's Checklist scores rising from 49.0 [45.0; 58.0] to 73.0 [65.0; 78.0] (p=.004). Qualitative findings, derived from the themes of learning potential, job satisfaction, culture, feedback, overwhelming, and COVID-19, further demonstrated improvements in non-technical domains, including understanding of procedural sequences, teamwork, workflow, and job satisfaction. Participants reported better anticipation of surgeons' needs and a more collaborative atmosphere in the operating room.
CONCLUSIONS: The role-reversal simulation-based education program for ESNs improved technical skills and strengthened teamwork and collaboration in the operating room. These findings highlight the potential of role-reversal training to enhance surgical performance and job satisfaction among OR staff.