Abstract
Simulation, as an education modality is used with increasing frequency in acute healthcare environments. Simulated-based experience(s) (SBE) may enhance a learner's knowledge and skills. SBE may also have a positive benefit on participant confidence, teamwork, communication, and understanding healthcare professional roles. This can lead to improved patient outcomes and quality patient care. Facilitator development in the use of SBE has recently gained more attention in the literature. However, the amount of research about in situ SBE is limited. This qualitative descriptive study explored the experiences of twelve New Zealand clinical educators from the medical, nursing and allied health professions who facilitate in situ SBE within their clinical areas. The study aimed to provide insights into the opportunities and barriers facilitators might face in this environment.
Twelve facilitators participated in a semi-structured interview ranging from 30 to 50 minutes. The findings revealed that the facilitators held in situ SBE in high regard as, in their experience, this educational tool offered learners powerful learning opportunities. However, they faced challenges in regard to time constraints, competing priorities and the availability of bed spaces. The facilitators also talked about the need to be agile to manage the technology and unexpected participant responses during the SBE and in the debriefing. The use of simulation technology was described as a double-edged sword because it could add to realism, or, if it failed, distract from the learning outcomes. Sustainability of the in situ SBE programme was important for the facilitators and this encompassed keeping SBE simple, creating a departmental culture that normalised SBE as routine practice, and collaboration with other facilitators.
These findings add to the limited, but growing body of knowledge about the facilitation experiences of in situ SBE educators, within acute healthcare environments.