Human factors considerations in distance simulation: A nominal group technique application

INTRODUCTION

The pandemic-driven surge in global distance simulation (DS) adoption highlighted the need for effective educator training. A literature search identified the gap regarding human factors (HF) considerations for the professional development of DS practitioners. This study addresses this gap by applying HF principles to guide educators in developing and delivering evidence-based DS.

METHODS

This was a consensus-gathering, three-phase study using the nominal group technique (NGT) in the first phase, qualitative thematic analysis with member checking in the second phase and external expert opinion in the third. A dichotomised approach was used to divide the post-consensus discussion survey results into an agreement and non-agreement for quantitative analysis.

RESULTS

The results of the quantitative analysis identified the following needs: developing a conceptual framework for DS, tailoring the technical aspect to the educational objectives, investigating learner engagement, training faculty at an earlier stage and identifying at-risk students. Qualitative results identified primary themes of technology, people and outcome measurements. Key aspects of technology were identified as system- and programme-fit and resource considerations. Outcome measurement highlights the need for increased measurement and research at all levels of DS.

DISCUSSION

Specific HF focal points include human-technology interaction and learning outcome assessment within the DS context. Incorporating HF principles throughout the DS process, from inception to outcome evaluation, promises substantial benefits for both learners and educators. This approach empowers both learners and educators, fostering a dynamic and enriched educational environment and improved learning experiences.

Society for Simulation in Healthcare Guidelines for Simulation Training

BACKGROUND

Simulation has become a staple in the training of healthcare professionals with accumulating evidence on its effectiveness. However, guidelines for optimal methods of simulation training do not currently exist.

METHODS

Systematic reviews of the literature on 16 identified key questions were conducted and expert panel consensus recommendations determined using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) methodology.

OBJECTIVE

These evidence-based guidelines from the Society for Simulation in Healthcare intend to support healthcare professionals in decisions on the most effective methods for simulation training in healthcare.

RESULTS

Twenty recommendations on 16 questions were determined using GRADE. Four expert recommendations were also provided.

CONCLUSIONS

The first evidence-based guidelines for simulation training are provided to guide instructors and learners on the most effective use of simulation in healthcare.

An Updated Synthesis of Review Evidence of Interprofessional Education

With continued growth and investment in interprofessional education (IPE) activities, there is a persistent need to understand the effect of IPE on learning, organizations, systems, and patients. This paper presents an update of a previously published synthesis of reviews. In doing so, it provides a critical appraisal of the most recent evidence for the IPE review literature. Following a search of the literature, eight IPE reviews were identified. Findings from this synthesis indicate continued methodological weaknesses, similarities in the methodological approaches to the reviews, and a focus on short-term impact with a lack of attention on long-term impact. Despite methodological problems, the synthesis provides some insight to an increasing quality of research designs in IPE reviews. This paper discusses synthesized findings in relation to current IPE literature and in comparison with the previously published findings and offers suggestions for future directions.

Enhancing Leadership Orientation Through Simulation

Many novice managers feel unprepared to handle some of the situations that occur as a daily part of their job. It is important to provide an environment through which novice managers can receive training and develop skills in effective communication in complex nursing environments. Simulation-based training can provide a safe, interactive way for new managers to develop their communication and leadership skills. This type of training allows novice managers to increase their confidence and improve their job satisfaction and their management skills.