Simulation Program Coordinator University of Tennessee at Chattanooga Chattanooga, Tennessee, United States
Disclosure(s):
Rosebelle Peters, DNP, MBA, RN, CHSE: No financial relationships to disclose
Abstract:
Background: The integration of simulation as a teaching strategy in nursing education has increased exponentially. However, there is limited research available on training and preparing faculty as competent simulation facilitators.
Aim: The purpose of this Quality Improvement project was to determine if a structured facilitator education program impacts clinical faculty self-reported competency and self-efficacy in facilitating simulation.
Design: One sample pre-and posttests
Methods: Using Benner’s Novice to Expert model to describe facilitation knowledge and skills, this project evaluated the impact of a faculty development course in their perceived knowledge and self-efficacy regarding simulation facilitation. A convenience sample of 24 clinical nursing faculty from a southern university participated in the program. Foundational knowledge of simulation pedagogy and best practices in simulation facilitation was evaluated with a 40-question test and the Facilitator Competency Rubric (FCR) to evaluate facilitation skills. STATISTICAL ANALYSIS: Paired t-test
Results: 13 participants completed the pre- and post-education assessments. There were significant differences of 15 points in the group’s pre-and post-education mean scores (p=.001). The qualitative data showed an improvement in 50% of participants' reported self-efficacy (n=8). The FCR showed ratings of competent/proficient in 7 out of 8 facilitators observed.
Conclusion: The findings of this project confirm that a formalized education program serves as an effective method for educating faculty as competent facilitators and implementing best practice standards in simulation facilitation. The implications of this project contribute to the literature by providing evidence of the value of a faculty development program to standardize the facilitation of simulations.
Learning Objectives:
Upon completion, participants will be able to describe one method in developing instructional materials for professional development activities for nursing clinical faculty.
Upon completion, participants will be able to identify one strategy in the implementation of best practice standards in the education and evaluation of faculty participants.
Upon completion, participants will be able to identifyat least one way to educate faculty in simulation facilitation using best practice standards.
