Background/Introduction:
Clinical nurse interviews at Gold Coast Emergency Department have traditionally been a single structured interview. These interviews, whilst aiming to ascertain clinical expertise, have been suggested to be limited in their capacity to examine this expertise. The leadership team at GCUH ED decided that implementing a new style of interview technique in the form of Visually Enhanced Mental Simulation (VEMS) might be an effective tool to use in this space.

Aim/Purpose:
The aim is to assist in the assessment of staff in an interview scenario to provide a more accurate assessment of clinical skills and expertise. Determining if the use of VEMS is a tool that can be used in future interviews.

We developed a survey for staff to complete after the interview to ascertain how the staff felt the scenario went and if they found it more difficult or less difficult than the formal structured interview.

Methods/Intervention/Activity:
We designed a VEMS scenario which reflected a common chest pain presentation that we have I our emergency department. The scenario was designed to have an assistant who was a junior RN in the department and as such had opportunities for the staff member to share their knowledge and to teach the staff member at the same time.

Results/Outcome:
The staff that have answered the survey thus far have been overwhelmingly positive in favour of the VEM scenario, they states that it was what they were most nervous about, however the part the enjoyed the most.

There could be multiple reasons for this response, the staff who answered could have been successful in positions and other reasons for the

Conclusion/Recommendations:
The leadership team and interview faculty have now confirmed that this will be a common form of assessment for the interviews for CN’s within the GCUH ED.

Background: Frequent Australian disasters are producing increased demands on Emergency Departments (ED), health services and staff. Emergency nurses have a professional obligation to provide preventative health education to patients, however no research has previously examined how this is undertaken within the ED, in the context of disaster.

Aim: The aim of this study was to explore current practice and attitudes of Australian emergency nurses delivering public health messages during disasters, and to identify the barriers and enablers of such behaviours.

Methods: A explanatory sequential mixed methods design was utilised, collecting data via survey and semi structured interviews. Analysis included inferential and descriptive statistics, content, factor, and reflexive thematic analysis techniques. Findings were reported using an underpinning behavioural theoretical framework, examining nurse capability, opportunity, and motivation.

Results: A total of 143 emergency nurse participants were surveyed and 9 were interviewed. Eight key informants were also interviewed, providing managerial perceptions of current practice. Emergency nursing staff and leaders suggest current messages are predominantly verbal, insufficient, and ad hoc; with nurses overall, not having the confidence or knowledge to provide messaging during disasters; limited opportunities, time restrictions, a lack of training or resources available, and were not motivated nor guided by professional or departmental policy or guidelines to deliver public messaging.

Conclusion: Emergency nurse capability, opportunity and motivation requires essential enhancement in relation to providing public health messages during disasters. Practice and policy standardisation is required, accompanied by further development of disaster education and resources, to advance preventative education practice in the ED.

Background/Introduction:
There is heightened intrigue surrounding the application of arts-based pedagogy in medical education (ME). Art encompasses multiple forms of expression and is used to convey specific meaning and emotion, whilst provoking critical reflection.

Aim/Purpose:
Our aim was to explore the effectiveness of art and reflective practice in ME, in the context of the Emergency Department [ED].

Methods/Intervention/Activity:
Longitudinal methodological study design. Prior to their first, and after the final clinical practicum, medical students watched a 3-minute film: ‘The Art of the ED’. Written reflections focused on changing perceptions towards the film during their ME programme. Data were thematically analysed.

Results/Outcome:
Twenty-five written reflections encompassed five themes; ‘professional growth’ exploring personal and professional development across the medical programme; seeing ‘patients are people’; and the purpose, structure and function of an ED exposed in ‘the reality of ED’. Results highlight that arts-based pedagogy can facilitate meaningful and critical reflection in medical students and fosters professionalism. Reflecting on the film broadened their perspective into a realm of new possibilities, challenging them to identify implicit bias around ED, and promote professional identity formation.

Conclusion/Recommendations:
The combination of art and reflection in ME enhances reflective learning and can lead to transformative change, including the development of core doctoring values of service, empathy and respect for patients. There are clear benefits to ME incorporating more arts-based pedagogy that promote reflective exploration and interpretation of the psychosocial context of health and illness, delivery of more holistic models of care and their role as doctors.