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G643(P) Nurse shadowing days for junior doctors on a general paediatric ward

Aim To evaluate a model of nurse shadowing days as a tool for improving the relationships and communication between doctors and nurses on a general paediatric ward. Method Junior doctors were allocated a general paediatric nurse to shadow for a nursing shift. Anonymous questionnaires exploring expectations and feedback from both parties were analysed before and after. Results 10 doctors participated and submitted feedback. 4 out of 10 nurses submitted feedback. The nurses had never been shadowed by doctors previously. They all thought it was a good idea; hoping doctors would gain a better understanding of their daily routine and pressures, and to improve team working. Afterwards, feedback remained positive, and perceptions of doctors improved: one comment being now ‘we can actually talk to doctors.’ All would recommend the experience. One doctor had shadowed a nurse since qualifying. Beforehand, the doctors thought the day would be relevant to practice, with hopes to learn practical cares, the nurses’ routines and challenges, and how decisions were made to contact the medical team. There were concerns regarding the potential ‘usefulness’ of the experience with many stating they felt they ‘already got on with the nurses’ and knew what a nursing shift entailed. Afterwards, the feedback was that they had a better understanding of the nurses’ pressures, need for good organisation and time-keeping, and the amount of paperwork required. Many doctors observed little communication between the medical ward-round and the patients’ specific nurse, with most information directed to senior nursing staff. There was an appreciation of the subsequent negative impact this had on the bedside nurse’s understanding of their patient management. Despite not learning anything ‘new’, doctors felt they benefited from seeing a different perspective and feedback was generally positive. Conclusion Nurse shadowing days are a promising tool for improving interprofessional communication and relationships between doctors and nurses. Prospectively, the doctors had slightly different expectations of the day and assigned more value to acquiring knowledge rather than experiential learning, but post shift, showed increased insight of the nurse’s role and the importance of good communication to improve patient care.