Improving Student Learning Through Implementation of a Dedicated Simulation Educator Model

Abstract :

Background: Effective simulation requires a skilled facilitator who can create an engaging learning environment to achieve successful student outcomes (Abersold, 2018). However, competency in simulation facilitation requires specialized training and practice (Hardie & Lioce, 2020). There is a paucity of literature on the impact of training and consistent simulation facilitation practices on student learning outcomes and self-efficacy utilizing a dedicated simulation faculty model.  

Purpose: This study aimed to examine the impact of a dedicated simulation educator model with training on facilitation competence and student learning and self-efficacy in clinical practice.  

Methods:    Junior-level nursing students (n = 154) enrolled in two Medical-Surgical courses completed five simulation sessions facilitated by five trained facilitators. Impact on student learning and self-efficacy was measured using exam scores and the Self-efficacy in Clinical Performance Survey (SECP). Facilitator's (n=5) competence was evaluated using the Feedback for Clinical Education (FACE) Rating Form, the Debriefing Assessment for Simulation in Healthcare (DASH), and the Debriefing for Meaningful Learning Evaluation Scale (DMLES).

Results:  Six of the ten exams showed improved student learning, and SECP scores demonstrated improvement from pretest to posttest (V=0.00, z=-5.29, p< 0.001). The facilitators demonstrated improvements in their competence with improved DASH (t= 0.041 to 0.670, p = 0.290-0.968) and DMLES (t=2.40, p=0.074) with no change in FACE scores.  

Conclusions:    Training and experience improved faculty facilitation skills, particularly for novices. Consistent simulation experiences with trained facilitators improved student learning and self-efficacy. This study emphasizes the importance of ongoing training and use of dedicated faculty to facilitate simulation.