Training activity information
Details
Assess a patient for transfer
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Monitoring requirements, which include ventilation requirements, organ support and infusions
- Contraindications
- Patients clinical stability
- Patient centred care and support
- Other equipment considerations
- Infection status
- SOPs
- Communication with the clinical team
- Patient packaging and dignity
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What do you need to know before assessing a patient for transfer? This might include understanding the patient’s current clinical status, their history and acuity, the reason for the transfer, and any specific risks or contraindications.
- What do you anticipate you will learn from this experience of assessing a patient for transfer? Consider the specific insights you hope to gain, such as how to evaluate patient stability in the context of transfer, how to anticipate potential complications, and how to determine the necessary level of monitoring and support during transfer. Think about what you already know about patient assessment and transfer procedures.
- What actions will you take in preparation for this assessment? This could involve reviewing relevant protocols and guidelines for patient transfer, discussing the assessment process with your training officer to gain clarity, and considering possible challenges you might face during the assessment (e.g., conflicting information, unclear documentation) and how you might handle them.
- Acknowledge any anxieties or areas where you feel less confident.
In action
- What are you doing as you assess the patient?
- Pay attention to your actions.
- How are you approaching the assessment of the patient for transfer?
- Why are you doing it this way?
- What decisions are you making as the assessment progresses? This could involve deciding which physiological parameters to prioritise, which aspects of the patient’s history are most relevant, or what specific examinations are required for the transfer.
- What aspects of your assessment feel intuitive, and what requires more conscious effort?
- Are you confident in identifying key indicators of stability or instability for transfer, or do you need to consciously refer to guidelines or protocols?
- How effective are your actions in achieving a comprehensive assessment for transfer?
- Are you gathering all the necessary information?
- What challenges are you facing during the assessment? This might include difficulties in obtaining information, conflicting clinical data, or uncertainty about the patient’s suitability for transfer.
- What can you learn from this assessment process as it unfolds?
- Are you noticing any patterns or key indicators that you might have overlooked previously?
- How does this assessment connect to your existing knowledge and skills in patient assessment and critical care?
- Are you drawing on prior experiences or knowledge to inform your current assessment?
- Are there alternative approaches you could be considering for assessing this patient for transfer?
- Could a different sequence of assessment, or a different focus, provide additional valuable information?
- What support or guidance might you need in this moment if you encounter difficulties or uncertainties during the assessment?
- Would discussing the case with a senior colleague be beneficial?
- Are you working within your scope of practice when assessing this patient for transfer?
On action
- Begin by summarising the key points of the assessment experience.
- What were the main aspects of the patient assessment for transfer that stood out to you?
- What specific patient information (e.g., physiological variables, history) did you focus on during the assessment?
- What equipment considerations did you observe or take into account during your assessment?
- Were there any specific challenges you noted during the assessment process?
- What skills or knowledge related to assessing a patient for transfer did you develop or improve through this activity?
- Were there any unexpected challenges or successes during the assessment? For example, did you find it difficult to interpret certain physiological data in the context of transfer suitability, or were you successful in identifying a subtle but important factor? What did you learn from these?
- In what ways did your reflection-in-action (during the assessment) influence how you approached the task? Did you change your focus or methods based on initial observations or concerns?
- How does this experience relate to the requirements for post-programme practice in critical care, where assessing patient transfer suitability is crucial?
- What areas for continued development in your patient assessment skills for transfer have been identified as a result of this activity?
- Do you need to further understand specific transfer guidelines or equipment compatibility?
- How can you apply the learning from this assessment to your routine practice when evaluating patients for transfer?
- Will you pay more attention to certain aspects of their condition or history? Identify the actions / ‘next steps’ you will now take to support the assimilation of what you have learned. This might include reviewing transfer protocols, discussing specific cases with senior colleagues, or seeking further training on assessment techniques.
- What support or resources might you need to further develop your skills in assessing patients for transfer?
Beyond action
- What new perspectives do you have on this DTA now that some time has passed and you have gained more experience in critical care and with patient transfers?
- Have you had other experiences related to patient assessment, transfer planning, or critical care procedures? If so, how does this DTA compare to those experiences?
- Revisit your reflect-on-action notes from this DTA. Have your thoughts or understanding of the assessment criteria, the necessary considerations for a safe transfer, or the communication aspects changed since then? What learning or actions might you now identify?
- Have you engaged in professional storytelling with peers or colleagues about this experience of assessing a patient for transfer, perhaps discussing challenging cases or learning points? If so, has your view of the situation changed as a result of analysing it with others?
- How has this specific experience of assessing a patient for transfer supported you in developing skills relevant to other training activities, such as anticipating potential risks, prioritising patient needs, or effectively communicating with the multidisciplinary team?
- Have you applied any knowledge gained from this patient assessment experience in other clinical situations since the original experience? For example, when reviewing transfer requests, participating in handover discussions, or planning patient care? How have your skills related to assessing patient stability and transfer requirements developed since then? How has experience since influenced your wider practice?
- Identify the transferable skills you are developing through this training activity (e.g., critical thinking in evaluating complex clinical situations, attention to detail in considering multiple factors, effective communication to ensure patient safety).
- Identify clear actions for continued development of the skills introduced through this activity related to assessing patients for transfer. This might include further reading on transfer guidelines, reflecting on more complex transfer scenarios you have observed, or seeking feedback on your assessment skills.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Appraise transfer requests for critically ill patients, while considering patient stability and equipment requirements at all stages of the transfer. |
| # 5 |
Outcome
Discuss and agree a transfer plan with the multi-disciplinary team ensuring the best interests of the patient, and all elements of their care, are considered throughout. |
| # 6 |
Outcome
Communicate effectively with the patient, relatives and the multi-disciplinary team at all stages of the process. |