International Journal of Healthcare Simulation
Adi Health+Wellness
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71 Step by Step: A Three-Step Approach to Faculty Development
DOI 10.54531/YVZM5555, Volume: 1, Issue: Supplement 1, Pages: A6-A6
Article Type: In Practice, Article History

Table of Contents

Highlights 

Notes 

Abstract

Background:

The Clinical Skills and Simulation Centre (CSSC) at Edge Hill University (EHU) was opened in September 2019 to enhance and standardize simulation-based education across all programmes in the Faculty of Health, Social Care and Medicine. Before the CSSC opened, academic staff had not received any formal guidance in using simulation-based education. With the impact of the pandemic, a three-step blended simulation faculty development approach was created to assist and support faculty in their understanding and in the delivery of simulation [1,2].

Aim:

The aim of the study was to enhance, encourage and standardize the use of simulation-based education through the delivery of a three-step faculty development programme.

Method:

The following are the three-step approach to faculty development: Step 1:The introduction of simulation sessions is specifically designed and focussed on the newly appointed academic faculty and is embedded in the staff induction programme.Step 2:Writing simulation scenarios, drop-in sessions are run once a month and are available to all academics from the faculty. They focus on designing and writing simulation scenarios.Step 3:Shadowing and feedback. At this stage, faculty are offered support during their simulation session. The experienced simulation facilitator leads the first part of the event with the faculty member running the second part supported by the facilitator observing and providing feedback after the session.The evaluative methods included two approaches, quantitative incorporating Likert questionnaires, for evaluations, and qualitative focus groups, for faculty. Approximately 1700 student and faculty evaluations were obtained, and seven faculty members participated in the focus groups. These were obtained and conducted between June 2020 and August 2021.

Results:

Evaluations are obtained from students and from faculty who are involved in the sessions. In addition, ethical approval has been obtained to carry out focus groups to identify the challenges and benefits that faculty have found in delivering simulation. Feedback from the evaluations and the focus groups were very positive. Examples include:The simulation team have been extremely supportive and always are. It makes my role so much easier and I appreciate all their hard work.We had 450 students over a fortnight, everyone worked so hard and were very supportive, especially to staff who had not facilitated simulation for some time.Data from June 2020 to August 2021The session: Was beneficial for my learning, 87.74%Archived the learning outcomes, 91.37%Did the session meet your expectations? 87.32%

Implications for practice:

We will continue to offer a blended approach and, from August 2021, a 1-day simulation facilitation programme will be offered to potential adjunct clinical faculty.

Sumera, Henderson, and Ballard: 71 Step by Step: A Three-Step Approach to Faculty Development

References

1. 

Peterson DT, Watts PI, Epps CE, White ML. Simulation faculty development. a tiered approach. Simul Healthcare. 2017;12(4):254259. Available from: https://journals.lww.com/simulationinhealthcare/fulltext/2017/08000/Simulation_Faculty_Development__A_Tiered_Approach.7.aspx

2. 

Gantt LT, Robey WC, Langston T, Bliley L. Simulation faculty and staff development: an interprofessional, online approach. Educ Practice. 2020;(1) Available from: https://www.sciencedirect.com/science/article/pii/S2405452619301144
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