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

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.