Impact of a dedicated simulation faculty model on student learning outcomes and perceived self-efficacy in baccalaureate-prepared students

Abstract

Background

Effective simulation requires a skilled facilitator to create an engaging learning environment. Becoming adept in facilitation demands training and experience..

Purpose

To evaluate the impact of a pilot of a dedicated simulation facilitator model (DSFM) on facilitator competency, student learning, and student clinical self-efficacy.

Methods

Five faculty were selected for the pilot DSFM and trained prior to facilitating five simulations with nursing students in two Medical-Surgical courses. Self-efficacy was gauged using the Self-efficacy in Clinical Performance (SECP) survey, while learning was evaluated by comparing exam scores. Faculty competence was measured through the Debriefing Assessment for Simulation in Healthcare (DASH) and Debriefing for Meaningful Learning Evaluation Scale (DMLES).

Results

Six of the ten exam scores showed improvements, with three demonstrating statistical significance. SECP scores demonstrated improved self-efficacy. Facilitators demonstrated slight improvements in DASH and DMLES scores.

Conclusions

These findings highlight the importance of training and evaluation in improving facilitation skills, particularly for novice facilitators. Implementing a DSFM with continuous training and evaluation can enhance student learning and self-efficacy.