Facilitator development for pre-registration health professions simulation: a scoping review protocol.

Area of Science:

• Health Professions Education
• Simulation-Based Learning
• Faculty Development

Background:

• The demand for health professional education necessitates innovative learning approaches like simulation.
• Effective simulation requires pedagogically sound and psychologically safe facilitation.
• Lack of established best practices for simulation facilitator development risks educational quality and patient safety.

Purpose of the Study:

• To conduct a scoping review to identify the extent and types of evidence guiding the development of simulation facilitators.
• Focus on pre-registration health professional programs in academic settings.

Main Methods:

• Adherence to Joanna Briggs Institute (JBI) methodology for scoping reviews.
• Comprehensive database searches (CINAHL, Embase, ERIC, MEDLINE, ProQuest Dissertations & Theses) from 2005 to present.
• Two independent reviewers for title/abstract and full-text screening, with data extraction and content analysis.

Main Results:

• The review will present extracted data through tables, charts, and a narrative summary.
• Analysis will focus on the characteristics and scope of existing evidence.
• Findings will highlight gaps in the literature regarding facilitator development.

Conclusions:

• Identifying current evidence is crucial for establishing best practices in simulation facilitator development.
• This review will inform future research and curriculum design in health professions education.
• Ensuring effective facilitator training is key to optimizing simulation's role in preparing competent health professionals.