Moving to a Standardized Formal Educator Training Curriculum Through a Scoping Review and Delphi Study (1090-003502) (Developmental Research Projects: Communication, Debriefing, Faculty Training (By Invitation Only))
Start time: Thursday, February 4, 2021, 2:00 PM End time: Thursday, February 4, 2021, 3:00 PM Session Type: Research Study Development and Presentation Program Abstracts
Formalized simulation educator training is well supported in the literature and endorsed by the Society of Simulation in Healthcare (SSH) and the International Nursing Association for Clinical Simulation and Learning.1,2 There is an urgency for formalized training because of known adverse effects of the lack of training, and the ill-defined skills of sim educators.3-5 Despite this, there is no standardization of simulation educator training curricula. This proposal aims to determine: 1) What is the current state of evidence for standardized core curricular simulation educator training programs? 2) What core curricular simulation educator training components do experts endorse as essential for formal training? We hypothesized that a comprehensive scoping review and Delphi methodology would provide the needed evidence to inform best practice in the development of formal simulation educator training.
Two research methods were utilized. First, using Arksey & O’Malley’s (2005) scoping review methodology, we collected published and unpublished evidence from 8 databases and gray literature from 2000 to 2020.6 All sources were uploaded into Rayyan to screen and select relevant manuscripts. Eight SSH international members representing medicine, medical lab science and nursing from the United States and , independently performed a review of all citations with an initial prescreen of titles and abstract for fitness followed by a review of full text. A third-person review resolved any discrepancies. Following the scoping review, a three-round modified Delphi Process will be conducted with formally trained simulation educators to identify the essential core components all simulation educators should need to incorporate into their programs . Quantitative data using a Likert scale as well as qualitative descriptive data from panel expert will inform each round of the Delphi.
An initial search revealed 322 articles from eight databases. Thirty-four duplicates were then removed before the title and abstract review of 288 articles. The scoping review is in progress. We anticipate using our findings from the review to determine the right level of educational rigor, content, and frameworks for a standardized simulation educator training program. Using measures of central tendency, dispersion, and frequency distributions, we will analyze Delphi findings in order to define and prioritize the essential components of a formal simulation educator program. From both the scoping review and Delphi we will identify gaps in the current literature regarding standardized training, to elucidate future opportunities/need for research/recommendations in formal simulation education.