Medical Education

The Clinical Simulation Centre is a state of the art department based at the ground floor at Bishop Auckland Hospital that was transformed from a ward into flexible, realistic teaching environment. The centre hosts a multitude of training courses that are both, hi-fidelity and immersive, to offer the best possible training and educational opportunities for those utilising the centre. The main attraction within the centre is the state of the art immersive Simulation Suite and Control Room whereby SimMan3G, SimMom, SimJunior and SimBaby are used to their fullest capacity. 

The Clinical Simulation Centre aims to provide a simulated environment for teams and individuals to learn, develop and be assessed in delivering high quality, safe, effective patient care. The Clinical Simulation Centre is a fantastic resource that provides opportunities for multi-disciplinary education and training, it explores opportunities in which the centre can enhance staff and student learning in a simulated environment. The Clinical Simulation Centre hosts a variety of teaching opportunities; Undergraduate Medical School examinations and assessments, multi-professional courses from basic clinical skills training days to high fidelity team scenarios and external bookings.

We are lucky to have onsite full time staff to help you design a course for your teams needs with help and support.

Meet the team

• Leigh Simmonds nee Urwin grew up in the North East and attended medical school at St George's Hospital Medical School, London and then worked in numerous places often named "Newcastle": Newcastle- under -Lyme and Newcastle, New South Wales, Australia before returning to her beloved Newcastle -upon -Tyne to train in Emergency Medicine. She spent one house-officer job in Darlington Memorial Hospital and two years as a specialist registrar in EM at University Hospital of North Durham.  She developed an interest in simulation while doing her Masters in Medical Education and developed the simulation for shadowing and the Foundation simulation programs. She confesses to being terrible with eponymous names and the names of educational theories. Her strengths are she gives everyone the benefit of the doubt and she's direct. Her weaknesses are she gives everyone the benefit of the doubt and she's direct! She loves her job but thinks life would be so much better if everyone was just a little bit nicer to each other.
• Dr Derek Randles is Clinical Lead in Simulation at CDDFT. He is also a consultant Anaesthetist at the University Hospital of North Durham. His interests are in integrating interprofessional learning in simulation and Human Factors and Safety Science. When not in work he is often found walking a large dog or on a bike. Everybody welcome.
• John Lewandowski joined CDDFT after having worked at North Tees and Hartlepool for much of his 28 years in the NHS. He has worked in various roles within Critical Care including Unit Management, leading the development of the first Critical Care Outreach services, providing an educational framework for staff as Clinical Educator and providing robust a valid and reliable robust approach to data management. Across these roles he has spent many years contributing to or leading on a large range of Trust policies, protocols and guidelines.
• Craig Dores has previously served in the British army as a combat medic for the last 20 years and provided pre emergency care to sick and injured service personnel. Craig is the simulation technician for the Simulation Centre.
• Brandon Tribley is the digital support technician at the Simulation Centre. He works closely with faculty to help insure simulations run smoothly.

Explore the Centre

• The Simulation Room
  The main attraction within the centre is the state of the art immersive hifidelty Simulation Suite whereby SimMan3G, SimMom, SimJunior and SimBaby are used to their fullest capacity.
• The Debrief Room
  Instructors and learners review simulation scenario video in these rooms to discuss their simulation practice in order to explore, analyse and synthesise their thoughts and actions.
• The Control Room
  Command centre where simulation scenarios are monitored and remotely controlled using sophisticated equipment to capture patient simulator statistics for debriefings.
• Clinical Skills Rooms
  Four multi-functional training space designed for clinical skill practice, group training and continuing medical education courses with large screen and laptops. Each room comes with tables, chairs and beds if required.
•  ​​​​Bedrooms
  Two small bedroom ideal for single patients or administration.

Hi-Fidelity Simulators

• Sim Man 3G
  Scenario-based training using SimMan 3G perfectly combines the need to identify skill improvement areas for individuals as well as those essential for a team to function together, such as communication, behaviour, and leadership. Let your team train with state-of-the-art simulation technology designed to improve team performance within a risk-free environment.
• Sim Mom
  SimMom provides an impactful simulation toolkit, which can be used at different stages of the Circle of Learning to support a complete learning experience. One of the most important objectives during labour and delivery is recognising the potential risks to both the mother and baby. By building a well-trained team, confident in their abilities to manage adverse events whilst communicating with respect to the mother, you ensure better outcomes for both patients.
• Sim Junior
  SimJunior represents a 6-year-old boy that simulates a wide range of conditions from a healthy, talking child to an unresponsive, critical patient with no vital signs. SimJunior allows learners to focus on a broad range of paediatric skills in order to gain exposure and practical experience of life-threatening paediatric problems. Available with a range of technical and educational services, as well as validated simulation content, SimJunior presents a complete simulation solution for your paediatric training programs.
• Sim Baby 
  SimBaby is a tetherless simulator designed to help healthcare providers effectively recognize and respond to critically ill paediatric patients. The SimBaby simulator represents a 9-month-old paediatric patient and provides a highly realistic manikin that meets specific learning objectives focusing on initial assessment and treatment.

In-situ Simulation Training

In-situ simulation training is a team-based training technique conducted on the patient care units using equipment and resources from that unit, and involving actual members of the healthcare team.

In-situ simulation takes place in the real world environment among teams during their regular work schedule with the goal of making the experience as close to reality as possible. 

With in-situ simulation, reliability and safety can be improved, especially in high-risk areas.

Debriefing is key. In-situ simulation has been found to positively impact healthcare providers' reactions, changes in safety attitudes, organizational performance, and teamwork. 

This type of training allows teams to review and reinforce their clinical problem-solving abilities in preparation for a crisis or for low frequency/high acuity events. 

Structured debriefing that is brief and concise is an essential component of in-situ training.

Remote Simulation

COVID-19 drastically changed the way organisations plan and deliver training and education.  As faculty and sim centre staff continue to adapt and respond to the changes and challenges of remote learning, The Simulaion Centre can help you build competence and confidence – anywhere, anytime.

Thanks to the features of Microsoft Teams we are able to seamlessly preform our remote simulation sessions. In these sessions participants are able to view scenarios the exact same way they would if they were sat in the debrief room. With remote simulation unfortunately we aren't able to have anyone participate in scenarios first-hand, alternatively we implement a featured called 'Pause and perfect'. This is where we allow candidates to tell the Confederate what should be done differently or what mistakes were made during the scenario.

Audio and Visual

Developed in order to allow to recording and instant playback of medical simulations, the smots™ fixed camera solution is ideal for the medical environments where an unobtrusive overview is required.

The high quality camera can be controlled remotely allowing for a full uninterrupted view of the events with 2 way audio for real-time interaction and communication. The instant playback means that lessons can be learned and progress made on the spot.

The unobtrusive nature of the camera allows for a more natural less self-conscious interaction helping to create a more immersive role play scenario. 

The latest simulation technology has already demonstrated its value in medical education and clinical research and is now recognised as a valuable tool for training medical professionals and ensuring the highest levels of patient safety. 

It is here in this area of simulation technology that smots™ has proved to be such a vital complementary system. Scotia has associations with Laerdal, Gaumard, Meti and most simulation related manufacturers. 

smots™ is now being used in many operating theatres too for training and recording procedures.

Moulage

Moulage is originally a French word for moulding but in modern times has become synonymous with the application of simulated illnesses or wounds on a manikin in order to better train healthcare professionals. 

In medical simulation, moulage, wardrobe and props are utilised with medical simulators in-order to provide assessment clues to healthcare students and professionals.

This process of using moulage began around the 19th century when instructors took moulds of real-life cases to help demonstrate illnesses or wounds to future medical students. 

Paramedics, firefighters, the military and other first responders primarily utilise trauma moulage while nurses, physicians, surgeons and other primary care providers primarily utilise medical moulage.

While almost every simulated patient case dealing with trauma requires moulage, medically simulated representations of internal illnesses do not always require the use of makeup. 

Yet simple moulage techniques such as the application of water to demonstrate sweating due to fever, or the use of blue watercolours on the manikin's skin to cue hypotension can be used for even the most mild of infections. 

Complicated moulage techniques such as trauma moulage usually require a great deal of preparation.
  
By taking the time to include moulage in your simulation experiences, learners will be provided the most realistic patient representation possible. Increased realism tends to improved learning outcomes, as participants find themselves captivated by the experience that closely resembles potential clinical realities. 

When should you use moulage? Any time you suggest to learners "Imagine the patient has [condition]", as patients don't arrive in most clinical environments with a yellow sticky on their leg that simply says "bleeding here". 

By showing learners a representation of the intended "condition", clinical educators better enable self-directed learning during patient assessment and care.

Simulation Courses

Acute Care Common Stem Simulation

This is a regional course aimed at Core Trainees during their Emergency Medicine placement however it is equally useful for other junior doctors working in Emergency Medicine. The College of Emergency Medicine ACCS Simulation Course offers candidates an opportunity to practice key skills managing acutely unwell patient scenarios. At present the course is provided to ACCS in the Northern Deanery for £75 which can be reclaimed from Deanery study leave budgets. Each course can accommodate between 6-8 candidates and is formative with no pass or fail. 

The debrief after each scenario will allow reflection and discussion of the clinical management of the condition and introduce critical non-technical skills such as teamwork and communication. By the end of the course ACCS trainees will be able to:

• Demonstrate situational awareness skills and be aware of how to avoid fixation error
• Recognise and manage situations requiring advanced communication skills including assertive behaviour
• Demonstrate effective leadership skills including task prioritisation in pressurised and time-critical situations
• Recognise and instigate appropriate initial management for acutely unwell patients.

Course Lead: Derek Randles - please email: derek.randles@nhs.net.

Anaesthetics New Starters Course

This course is delivered in conjunction with the Northern Schools of Anaesthesia. It is designed for new anaesthetic trainees to provide a practical experience and guidance to complement their experience in theatre. 

The course aims to ease trainee anxieties during their first three months of anaesthetic training to prepare them for on calls. 

The days become increasingly complex over the course and should help trainees to achieve the Royal College of Anaesthetists' competencies, which will subsequently allow them to anaesthetise without direct supervision. Learning outcomes:

• Demonstrate how to check an anaesthetic machine as per AAGBI (Association of Anaesthetists of Great Britain and Ireland)
• Discuss the benefits of planning anaesthesia and the implications of failing to do so
• Perform a successful rapid sequence induction on the simulator under supervision
• Demonstrate management of the shocked patient including safe anaesthesia
• Demonstrate management of a failed intubation to the standard expected to pass The Royal College of Anaesthetists' Assessment on Intubation and Resuscitation (IAC_D03 and IAC_D06)
• Be aware of a variety of adverse incidents which may occur during routine anaesthetic practice

Course Lead: Derek Randles – please email: derek.randles@nhs.net.

Anaesthetic paediatric incidents

This one-day course teaches participants to become better crisis managers in the anaesthetic environment. 

Patient safety is central in providing high quality healthcare and much is documented about the efforts made globally to reduce medical errors and injuries. 

Adverse events often involve failures in communication, leadership, team performance and situational awareness as well as clinical knowledge and experience. 

This course aims to focus upon the management of taxing clinical scenarios whilst building upon the candidate's awareness of improved teamwork and communication skills. 

The use of simulated scenarios and audio-visual playback should be expected to facilitate a full and meaningful debrief throughout this course.

Course Lead: Derek Randles – please email: derek.randles@nhs.net.

Difficult Airways for Anesthetists

This course, whilst currently delivered to anaesthetists in training, is relevant to all anaesthetists looking to ensure that they remain fully up to date in terms of their knowledge and technical and non-technical skills in airway management.

Directly informed by the Difficult Airway Society (DAS) guidelines, this one day course, involves interactive seminars, case based discussions and developing a practical understanding of the equipment available for managing the difficult airway. 

Once the knowledge and skills required to manage the difficult airway are covered we look at transforming this into an effective team based performance in response to common airway challenges through a number of scenarios and facilitated debriefs.

Learning outcomes:

• Recall the methods of assessing and predicting difficulty in the anaesthetic airway
• Discuss strategies for managing the difficult airway
• Demonstrate skills such as airway exchange and front of neck access as suggested by the DAS.
• Demonstrate strategies for optimal team performance in a crisis.

Course Lead - Derek Randles - derek.randles@nhs.net 

Endoscopy Simulation Day

In gastrointestinal endoscopy, simulation-based training can help endoscopists acquire new skills and accelerate the learning curve. 

Simulation creates an ideal environment for trainees, where they can practice specific skills, perform cases at their own pace, and make mistakes with no risk to patients. 

Educators also benefit from the use of simulators, as they can structure training according to learner needs and focus solely on the trainee. 

Not all simulation-based training, however, is effective. To maximise benefits from this instructional modality, educators must be conscious of learners' needs, the potential benefits of training, and associated costs. 

Simulation should be integrated into training in a manner that is grounded in educational theory and empirical data.

Course Lead: johnsilcock@nhs.net  and susanmcconnell@nhs.net.

Foundation Programme Year 1 Simulation

This course is designed for Foundation Year 1 doctors in the Trust. Each doctor has the opportunity to attend two full days of Simulation as part of the CDDFT Foundation Programme weekly teaching.

Use of Simulation allows doctors to address a range of expected training outcomes which are difficult to reproduce in a conventional classroom environment. 

The days promote discussion and reflection with peers in an environment conducive to experimenting and learning.

Learning outcomes:

• The principles which underpin the Simulation courses are outlined below. In developing and having opportunity to demonstrate these skills the doctor will encounter many common and less common clinical situations and conditions which are important and directly relevant to their daily practice.
• Demonstrate professional behaviour by complying with national and local requirements to complete mandatory training (FP 1.1)
• Demonstrate clear communication in a variety of settings appropriate to the level of a FY1 doctor (FP 2.6)
• Demonstrate effective team working skills including providing a structured handover (FP 2.7)
• Recognise, assess and initiate management of the acutely ill patient appropriate to the level of a FY1 doctor (FP 3.9)
• Demonstrate safe and effective prescribing in accordance with GMC guidelines, including high-risk prescriptions (FP 3.13)
• Recognise and work within the limits of personal competence (FP 4.18)
• Describe how to ensure patient safety is the priority in clinical practice (FP 4.19)

Course Lead: Leigh Simmonds – please email: leighsimmonds@nhs.net.

Foundation Programme Year 2 Simulation

This course is offered to Foundation Year 2 doctors in the trust explores new topics and areas for learning with the same ethos as FoPS 1. 

The programme presents new challenges and builds upon the experience that trainees have acquired as they move through their training.

Learning outcomes:

• The principles which underpin the FY2 Simulation courses are outlined below. In developing and having opportunity to demonstrate these skills the doctor will encounter many common and less common clinical situations and conditions which are important and directly relevant to their daily practice.
• Demonstrate professional behaviour by complying with national and local requirements to complete mandatory training (FP 1.1)
• Demonstrate delivery of patient-centred care (FP 1.2)
• Demonstrate behaviour in accordance with ethical and legal requirements (FP 1.3)
• Demonstrate clear communication in a variety of settings appropriate to the level of an FY2 doctor (FP 2.6)
• Demonstrate effective team working skills including leadership skills (FP 2.7)
• Recognise, assess and initiate management of the acutely ill patient appropriate to the level of an FY2 doctor (FP 3.9)
• Demonstrate safe and effective prescribing in accordance with GMC guidelines, including high-risk prescriptions (FP 3.13)
• Discuss palliative and end of life care for patients, including the use of do no attempt cardiopulmonary resuscitation (DNAPCR) forms (FP 3.17)
• Recognise and work within the limits of personal competence (FP 4.18)
• Describe how to ensure patient safety is the priority in clinical practice, including reporting adverse events and drug reactions (FP 4.19)

Course Lead: Leigh Simmonds – please email: leighsimmonds@nhs.net.

Foundation Shadowing Simulation Course

As a result of disruptions to training caused by the Covid-19 pandemic, new FY1 doctors may feel less comfortable in their new clinical environments compared to their predecessors. The Departments of Health in the four nations have agreed to support an extra 5 days of shadowing for FY1 trainees. This is in addition to the usual period of shadowing, to enable FY1 trainees adapt better to their new surroundings and colleagues. 
Course Lead: Leigh Simmonds – please email: leighsimmonds@nhs.net.

HBP (Surgery and Medicine)

This course is designed for final year medical students to help gain experience for their forthcoming role as a newly qualified Foundation Doctor in a safe and constructive environment. 

Each student experiences two full day high fidelity Simulation courses, a day of medical and a day of surgical cases. On each day every student has the opportunity to take part in a clinical scenario. 

They observe the other five scenarios and participate actively in debrief to learn from their own and others' experiences.

Undergraduates will work towards the following degree programme objectives:

• Perform a structured ABCDE assessment for a range of the medical and surgical core presentations defined by Newcastle University (HBP Skills 1)
• Instigate initial management for a range of medical and surgical core conditions as defined by Newcastle University (BHP Skills 1)
• Recognise personal limitations and escalate appropriately and effectively to senior members of the team (BHP Skills 6)
• Demonstrate effective communication skills with nursing staff and seniors, including the use of an SBAR handover (HBP Skills 9 & 15)

Course Lead: Andrea Robson – please email: andrea.robson4@nhs.net.

Faculty Development Course

We are committed to the ethos and future of Simulation training within the Trust and continue to offer this course. We welcome expressions of interest from all clinical staff who might like to be a part of this evolving and exciting future of medical education.

Participants will gain experience in the organisation, design and implementation of Simulation Based Education (SBE). 

This will enable them to participate as faculty for existing courses in addition to further course development. 

Following the course there is an opportunity for guest as part of further faculty development on courses which we run in the Clinical Simulation Centre.

By the end of this course learners will be able to:

• Discuss the benefits and limitations of Simulation as a mode of teaching including how to decide on the fidelity necessary to deliver the learning outcomes
• Define effective learning objectives and subsequently design a Simulation scenario to deliver on those objectives
• Set up and run a Laerdal mannequin effectively and have an understanding of the SMOTS AV system to optimise learner experiences
• Demonstrate the approach to the structured debrief

Course Lead: Derek Randles – please email: derek.randles@nhs.net.

MOPS

Making Inter-professional team based learning in Simulation to a new level; this one-day course involves participants from all levels of experience in Neonatal Intensive Care (NICU), Paediatrics, Midwifery and Obstetrics.

The course has a strong basis in Human Factors and non-technical skills and looks at what really challenges healthcare professionals in those environments. 

Aspects arising often include challenging conversations, managing conflict, professionalism, personal human factors and performance. 

The scenarios mix the use of high fidelity mannequins and actors to optimally deliver on the anticipated learning experience.

Our own experience and participant feedback shows that the conversation which arises in the debrief is a great deal more valuable due to the uncommon opportunity to bring multiple specialties together outside the work environment enhancing perspectives and learning from each other. 

Much of the learning is grounded from an understanding of high reliability organisations. 

Many of the outcomes have derived from these areas and apply to our daily work.

Learning outcomes:

• Demonstrate effective management of situations requiring advanced communication skills including assertive behaviour, managing conflict and negotiation skills
• Recognising the importance of situational awareness (SA), potential hindrances in the clinical environment and developing SA within the team to enhance overall effectiveness.
• Enhancing effective team-working skills with a range of colleagues
• Developing skills in both giving praise and managing unprofessionalism/undesirable behaviour in a constructive manner.

Course Lead: Derek Randles – email: derek.randles@nhs.net and kateabbott1@nhs.net.

Maternity Simulation Courses

Midwife Preceptorship

Simulation based training with practice development team and other newly qualified midwives to allow opportunity for introduction to SIM based training within CDDFT and to take part in simulated obstetric emergencies and drills.

Course Lead - Kate Abbot -  kateabbott1@nhs.net.

Essential Maternity Training- day 2

Face to face training for maternity staff. Part of mandated annual programme.

Simulation based training as a proactive approach to reduce risk and errors within maternity care, improving teamwork and communication whilst addressing other human factors. 

Simulations are set within the acute setting with varying obstetric emergencies and drills.

Course Lead - Kate Abbot - kateabbott1@nhs.net.

Community Midwife SIM

Simulation based training as a proactive approach to reduce risk and errors within maternity care, improving teamwork and communication whilst addressing other human factors. Simulations are set within the community midwifery and domestic setting with varying obstetric emergencies and drills.

Course Lead - Kate Abbot - kateabbott1@nhs.net.

Maternal AIMS (Acute Illness Management)

To optimise the outcomes for women at risk of developing acute illness. Maximise the efficient use of critical care services.

Promote a multidisciplinary approach to care. Enhance the knowledge, confidence and performance of ward staff dealing with acutely ill women.

Encourage teamwork and communication and address clinical governance and risk.

Course Lead - Kate Abbot - kateabbott1@nhs.net.

Preceptorship Simulation Course

This course is aimed at Registered Nurses who are part of the Preceptorship programme.
The aims of the day include how to:

• Perform an A-E assessment
• Recognise and appropriately manage an acutely ill patient
• Respond to the challenge of human factors in difficult and challenging situation

Broad topics include:

• Nausea and End of Life care
• Acute Kidney Injury (AKI)
• Escalation of care/SBAR
• Communication with patients with learning disabilities
• Adult Safeguarding
• Unconscious patient/hypoglycaemia
• Assertiveness and advocacy

Attendees walk away with a certificate which includes a 'reflective accounts form' which if completed on the way would count toward a piece of evidence toward revalidation. 

Take to practice messages can also be taken away and utilised as evidence for portfolios.

Many people fear coming to a simulation course as they are nervous about performance anxiety. 

We take great care to embody the concept that simulation is a safe environment to explore learning. It is not used to test nor examine.

A member of staff is in role as the 'confederate' with an ear piece. If participants become too nervous or get stuck we help them out within the scenario in a similar way to what a colleague would in real life. 

The best learning takes place afterward in the facilitated debrief which is constructively aligned to the learning objectives and comments course attendants make with regard to what they thought was good or particularly challenging.

Some course participants may be asked to consent to participate in studies examining the clinical post impact of the course but this is of course purely voluntary.

Course Leads john.lewandowski@nhs.net and heather.watson3@nhs.net. 

Human Factors

This course is aimed towards nurses and foundation doctors who want to gain a better understanding of Human Factors and develop the skills which enable optimal delivery of healthcare, reduce error and improve satisfaction.

This is a great opportunity to experience Simulation based education in a friendly, supportive and non-judgmental environment. The course is free to attend for members of the Trust.

This course focuses on non-technical skills. A range of these will be covered including:

• Demonstrating and developing decision making skills in high pressure situations
• Demonstrating and improving communication skills in a variety of situations including being assertive and managing conflict
• Recognising the importance of situational awareness skills and potential hindrances in the clinical environment
• Demonstrating effective team-working skills with a range of colleagues

Course Lead - Derek Randles - derek.randles@nhs.net.

Critical Incidents Course: (TACTICs)

Managing critical incidents not only requires knowledge and technical skills, but also effective non-technical skills which underpin an effective team performance and expedite timely delivery of safe, high quality care.

This course challenges participants in 'common' and uncommon critical incidents that the trainee anaesthetist will, at some point, likely be involved in managing. 

It utilises the Anaesthetic Non-Technical Skills (ANTS) framework, developed at the University of Aberdeen in debrief, enabling trainees of all levels to understand these important concepts and develop their skills.

Course Lead Derek Randles - derek.randles@nhs.net.

Bad Day On Call - (BDOC)

This one day course allows final year medical students an insight into life on the wards as a Foundation Year 1 doctor. 

It offers an opportunity to practice applying the knowledge they have learnt over their five years at medical school and develop non-technical skills which are difficult to reproduce in a classroom environment.

By the end of the day undergraduate students will be able to:

• Recognise the importance of structured assessment of a patient with a core presentation as defined by Newcastle University
• Recognise the importance of immediate resuscitation of an acutely unwell patient with a core presentation as defined by Newcastle University
• Discuss the appropriateness of cardiopulmonary resuscitation and how these decisions are made and documented (PP03)
• Demonstrate use of local and national guidelines in clinical decision making (PP15)
• Demonstrate communication with patients, relatives and colleagues, including dealing effectively with aggression and anger in the clinical setting (PP25)
• Demonstrate use of a prescribing formulary (the BNF) to guide and assist safe prescribing, including in-patients with allergies (PP 39&41)
• Recognise the importance of situational awareness, personal organisation and teamwork skills in the clinical setting

Course Lead andrea.robson4@nhs.net.

Chaplaincy

CDDFT serves many rich and diverse communities and it wishes to enable people of all faiths to practice their religion in hospital. As a good employer the Trust encourages its staff and not just its patients to practice their faith in ways that are respectful and helpful.

CDDFT has dedicated prayer rooms and chapels that are accessible, safe and welcoming spaces where people of all faiths and none, can pray or simply enjoy the quiet. The Trust will ensure that the prayer rooms and chapels are suitable decorated, heated and lit. 

The location of each chapel/prayer room is well signed and washing and toilet facilities are provided close by. 

Prayer rooms and chapels are open 24 hours a day however if there have to be restriction on opening because of a security problem a notice will be displayed on the door, giving details of how access can be gained.

The prayer rooms and chapels will be appropriately equipped with chairs, bookcases and places for storing religious artefacts. 

The chapels will have in addition an altar table, reading desk and removable cross. The prayer rooms will have in addition a shoe rack and the direction of Mecca marked on the floor or wall. 

Prayer mats will be made available. Scriptures of the main world religions will be provided and made available in the prayer rooms or on request from the chaplains. 

Chaplaincy leaflets and some basic religious texts are available in big print versions. The Trust-wide Chaplaincy Leaflet is available in an easy read version.

Users are welcome to use these facilities in ways that suit their needs and use the aids to prayer that they find helpful. However, in order for the rooms to be welcoming to all, users are asked to place the furniture back where they found it and to store aids to prayer in the places provided. 

Any items left out will be tidied away and any items, posters or literature deemed prejudicial to other users will be removed. 

All users of the prayer rooms and chapels are asked to respect the needs of other users and the quiet ethos of the rooms themselves. If someone is already using the room it is helpful if others enter quietly or perhaps return to use the room later.

A full code of practice for chapels and prayers rooms is available.

Further information can be found in the Chaplaincy Policy.

Library and education services

We have two libraries. Darlington Memorial Hospital library is located at the Education Centre on the ground floor of the hospital. This library is open Monday to Friday, 9am to 5pm. Out of hours access is available, please speak to the library directly or email: cdda-tr.DMHlibrary@nhs.net. At University Hospital of North Durham, the library is located at Prospect House, just a short walk away from the main hospital building. This library is open Monday to Friday, 8am to 5pm. There is a café area within this library with seating and vending machines. There is no out of hours available for this library. Hear more from the library team in this short video.

At both sites we provide support to staff, students and trainees at all levels. Our resources to help provide this support include:

• Print and e-Books - BookBoon - Oxford Medicine e-books – Kortext
• E-Journals and collections of online articles
• Specialist e-Resources
• BMJ Best Practice
• UpToDate
• NHS Knowledge and Library Hub

Our services include:

• Literature searches
• Current awareness and Journal Table of Contents (ToCs)
• Alerts and updates
• Support and guidance
• Inter library loans and book request services
• OpenAthens accounts
• Computers, printers, scanners, study spaces, leisure reading and health and wellbeing books, plus much more!

Health and wellbeing 

We have multiple avenues available to support you and your wellbeing. At each site we have Health and Wellbeing Support Champions and a range of support and signposting. 

• Headspace
  NHS staff can get free access – visit Headspace
  You will need to use your NHS email address to sign up
• BMA wellbeing support services - counselling and peer support
  For help, counselling and peer support for any doctor or medical student just call: 0330 123 1245 and you will have the choice of speaking to a counsellor or the details of a doctor advisor who you can call directly. Email: wellbeingsupport@bma.org.uk
• British Doctors and Dentists Group
  A peer-support service for recovering alcoholic and drug dependent doctors, dentists and students - Telephone: 07825 107970 or email: bddg@btinternet.com
• Doctors Support Service (BMA)
  Confidential phone and face-to-face support for doctors facing GMC fitness to practice hearings.
• NHS Practitioner Health (NHSPH)
  A free and confidential self-referral NHS service for all doctors across England. NHSPH can help you with issues relating to a mental health concern, including stress or depression, or an addiction problem, in particular where these might affect work. Telephone: 0300 0303 300 (8am to 8pm Monday to Friday, 8am to 2pm Saturday). Email: prac.health@nhs.net
• Association of Anaesthetists support pages
  Representing the life-changing, life-saving profession of anaesthesia - by supporting, informing and inspiring a worldwide community of over 11,000 members.
• Royal Medical Benevolent Fund
  RMBF can consider financial assistance to doctors, medical students and their families who are facing financial crisis. Telephone: 020 8540 9194 or email: help@rmbf.org
• You Okay, Doc?
• You Okay, Doc? is a UK registered charity. Founded by Doctors, for Doctors. Supported by Psychotherapists and Business Professionals. Our vision is to improve doctors' mental health and wellbeing throughout the world.
• Managing your health condition – GMC
• Steps to help doctors manage their health condition. If you have, or suspect you are developing, a health condition it's important you take simple steps to help keep control of it. Visit the GMC website 
• Health for Health Professionals programme
  Health for Health Professionals programme. The Health for Health Professionals programme is designed to offer enhanced competencies for occupational physicians who see doctors as patients.
• Fatigue and sleep deprivation – BMA
  BMA Cymru Wales, Welsh Government and NHS Wales Employers launched a fatigue and facilities charter in 2020. All health boards in Wales have signed up to the charter and must now take active steps towards compliance with its stipulations.

All LET employees will need to contact the LET for any occupational health referral as the Trust is unable to perform these as this needs to be done by your employer.

Documents to include on this page include:

Supporting our people handbook
Supporting our people 
Able Futures
Finance resources

Related links

• GMC: Promoting Excellence - Standards for Medical Education and Training
• FIND YOUR PLACE - Health Education North East
• Meet the Team - Med Ed
• Find Your Place