Prioritizing Competencies Needed by Simulation Facilitators: A Q Methodology

Abstract :

Background: High-quality, effective simulation requires competent simulation facilitation. Healthcare Simulation Standards of Best PracticeTM establish the importance of ongoing professional development. The Facilitator Competency Rubric establishes facilitator competencies, but a gap exists in best practices for prioritizing competency development.

Purpose: The aim was to describe competencies most important to address during simulation facilitation professional development for novice simulationists.

Methods: Using a Q-methodological approach guided by NLN Jeffries Simulation Theory, we asked 73 simulationists to sort 29 statements. These statements were derived from the Facilitator Competency Rubric. Participants sorted statements from most to least meaningful for simulation professional development using a quasi-normal distribution grid. Data were analyzed using a Spearman correlation and centroid factor analysis with varimax rotation. Two factors were identified, representing distinct group viewpoints. Each viewpoint was qualitatively analyzed to describe similarities and differences using Watts and Stenner’s methodology.

Results: Two main viewpoints explained 41.5% of the study variance. Simulationists across both viewpoints emphasized the importance of debriefing and agreed that learning to create a safe student-centered learning environment was most important, whereas learning simulation design administrative tasks was least important. The first viewpoint focused on the process of facilitating metacognition during debriefing, whereas the second viewpoint was more about how the facilitator structures debriefing.

Implications: This presentation addresses designing and prioritizing simulation professional development best practices. Simulationists should prioritize developing skills in facilitating a safe learning environment.