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A Mixed Methods Study Identifying the Competencies of Health Care Simulation Technicians.

Adam F Roche1, Claire M Condron, Walter J Eppich

  • 1From the RCSI University of Medicine and Health Sciences (A.F.R., C.M.C., W.J.E.), Dublin, Ireland; and National University of Galway (P.E.O.C.), Galway, Ireland.

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|August 8, 2022
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Summary
This summary is machine-generated.

This study identified key knowledge, skills, and attitude competencies for health care simulation technicians (HSTs). These findings will aid in selecting qualified candidates and developing professional growth for HSTs in simulation-based education.

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Area of Science:

  • Healthcare Simulation
  • Medical Education Technology
  • Professional Competencies

Background:

  • Health care simulation technicians (HSTs) are crucial for simulation-based education.
  • The neoteric nature of the HST role creates ambiguity in required competencies.
  • This study addresses the need to define essential knowledge, skills, and attitude competencies for HSTs.

Purpose of the Study:

  • To identify and define the core knowledge, skills, and attitude competencies required for health care simulation technicians (HSTs).
  • To provide a framework for selecting and developing HSTs in the field of healthcare simulation.

Main Methods:

  • A mixed-methods approach was employed, combining online job description analysis and semi-structured interviews.
  • Data were gathered from 10 HSTs, 10 educators, and 10 managers/directors.
  • Thematic analysis guided by a framework method was used for data analysis.

Main Results:

  • A total of 59 competencies were extracted from job descriptions and 65 from interviews.
  • Nine distinct competency domains were identified: 3 knowledge (technical, clinical, pedagogic), 4 skills (resourcefulness, pedagogic, team, technical), and 2 attitudes (professional, "can-do" mentality).

Conclusions:

  • The identified competencies provide a foundation for effective candidate selection for HST roles.
  • This competency framework will guide the development of continuous professional development programs for HSTs.
  • Standardizing HST competencies enhances the quality and effectiveness of healthcare simulation education.