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A Scoping Literature Review of Simulation Training Program Curriculum Standards
Jenny O'Rourke1, Michelle Brown, Mary Ellen Elias
1From the Marcella Niehoff School of Nursing (J.O.), Loyola University Chicago, Chicago, IL; University of Alabama at Birmingham (M.B.), Birmingham, AL; VA Pittsburgh Healthcare System (M.E.E.), Pittsburgh, PA; University of Illinois College of Medicine at Peoria (G.S.P.), Peoria, IL; Maimonides Medical Center (A.C.), Brooklyn, NY; FIU Herbert Wertheim College of Medicine (A.G.), Miami, FL; Emergency Department (R.G.-G.), Soroka University Medical Centre, Beersheva, Israel; Department of Emergency Medicine (K.N.R.), Stanford University School of Medicine, Stanford, CA; Providence VA Medical Center (B.T.), Providence, RI; Anesthesiology and Critical Care Department (B.T.), King Abdulaziz University, Jeddah, Saudi Arabia; Stanford University (N.W.), Stanford, CA; and Veterans Health Administration (VHA) Simulation Learning, Education and Research Network (SimLEARN) (N.W.), Washington, DC.
Simulation educator training programs lack standardized curricula despite widespread endorsement. This study identified core components to guide future curriculum development for healthcare simulation education.
Area of Science:
- Healthcare Education
- Medical Simulation
- Curriculum Development
Background:
- Simulation educator training is recognized and endorsed by major professional organizations.
- There is a growing number of simulation training programs globally.
- A significant gap exists in standardized curricula for these programs.
Purpose of the Study:
- To identify the core curricular components of comprehensive simulation training programs.
- To inform the development of standardized curricula for simulation educators.
- To enhance the quality and consistency of simulation education.
Main Methods:
- A scoping literature review was performed for publications from 2000 to 2020.
- A 6-step review design was utilized.
- Multidisciplinary, international experts independently reviewed and synthesized findings.
Main Results:
- Fifteen articles published within the last six years were included in the final analysis.
- Four key themes emerged: domains (6), competencies (3), objectives (8), and other characteristics (3).
- These themes represent the foundational elements of simulation training curricula.
Conclusions:
- The findings provide a clearer understanding of essential content for simulation training programs.
- This understanding can facilitate the standardization of simulation educator curricula.
- Standardization will support improved quality and consistency in healthcare simulation education.
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