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Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill

K T Waxman¹, Amy A Nichols², Cynthia Shum¹

¹Nursing, University of San Francisco - School of Nursing and Health Professions, San Francisco, CA, USA.

International Journal of Nursing Education Scholarship

|December 22, 2019

Summary

Faculty development in simulation education is crucial for nursing programs. Training significantly impacts faculty confidence, competence, and career fulfillment, highlighting a need for formal education to ensure effective simulation facilitation.

Keywords:

competence confidence faculty career faculty education simulation

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Area of Science:

Nursing Education
Healthcare Simulation
Faculty Development

Background:

Simulation is widely used in US nursing education, yet its impact on faculty is under-researched.
Existing literature lacks evidence on how simulation education affects faculty job satisfaction, skills, and confidence.
Faculty development is recognized as essential for successful simulation program implementation.

Purpose of the Study:

To qualitatively explore the influence of simulation education and training on nursing faculty.
To investigate impacts on career fulfillment, knowledge acquisition, self-confidence, and competence.

Main Methods:

Qualitative study design.
Exploration of faculty experiences with simulation education and training.

Main Results:

Identified themes: competency, professional role change, role acquisition, learner needs, course impact, skill development, and overall ability/confidence.
Confirmed a gap: faculty lacking formal training may be unaware of competence deficits.
Formal education is needed for effective simulation facilitation.

Conclusions:

Simulation education significantly influences faculty's professional growth and effectiveness.
Targeted faculty development is necessary to address competence gaps in simulation facilitation.
Investing in faculty training is critical for optimizing simulation-based nursing education.