Building capacity for translational simulation: the role of faculty development

Translational simulation is now established as a conceptual framing for aligning simulation with healthcare quality and safety priorities, but the development of organisational capacity for this work remains poorly described. We explored how translational simulation programs build capacity, with a specific focus on the role of formal faculty development.

We used a constructivist qualitative approach informed by collaborative autoethnographic principles to explore how translational simulation programs build capacity through program-level decisions and faculty development strategies. Data were generated through a recursive, multi-stage narrative process, including structured written accounts from leaders of three Australian simulation programs and a narrative from the coordinator of the group-based Applied Translational Simulation course. Narratives were iteratively revised in response to written prompts to deepen description and interpretation. Data were analysed using reflexive thematic analysis, with concepts and themes developed through paired review, whole-team discussion, and re-examination of the complete dataset.

Five themes were identified: strategy and leadership drive capacity building; program context shapes approach; translational simulation capacity is integrated, not isolated; trigger events create motivation and opportunity; and building capacity is relational. Capacity is developed through doing translational simulation work, supported by mentorship, projects, advocacy, and shared language, with formal faculty development providing structure and legitimacy.

Faculty development contributes most when embedded within broader institutional conditions that support translational simulation practice.