Institution for Medicine and Health, Linkopings Universitet, Linkoping, Sweden.
Clinical Skills Centre, Centre for Clinical Research, Uppsala University, Uppsala, Sweden.
J Health Organ Manag. 2020 Feb 20;ahead-of-print(ahead-of-print):0. doi: 10.1108/JHOM-04-2018-0107.
Information is scarce on healthcare managers' understanding of simulation educators' impact on clinical work. Therefore, the aim of this study was to explore healthcare managers' perceptions of the significance of clinically active simulation educators for the organisation.
DESIGN/METHODOLOGY/APPROACH: Healthcare managers were invited to be interviewed in a semi-structured manner. Inductive thematic analysis was used to identify and analyse patterns of notions describing the managers' perceptions of simulation educators' impact as co-workers on their healthcare organisations.
The identified relevant themes for the healthcare unit were: (1) value for the manager, (2) value for the community and (3) boundaries. Simulation educators were perceived to be valuable gatekeepers of evidence-based knowledge and partners in leadership for educational issues. Their most prominent value for the community was establishing a reflective climate, facilitating open communication and thereby improving the efficacy of teamwork. Local tradition, economy, logistics and staffing of the unit during simulation training were suggested to have possible negative impacts on simulation educators' work.
The findings might have implications for the implementation and support of simulation training programs.
Healthcare managers appreciated both the personal value of simulation educators and the effect of their work for their own unit. Local values were prioritised versus global. Simulation training was valued as an educational tool for continual professional development, although during the interviews, the managers did not indicate the importance of employment of pedagogically competent and experienced staff.
ORIGINALITY/VALUE: The study provided new insights about how simulation educators as team members affect clinical practice.
关于医疗保健管理人员对模拟教育者对临床工作影响的理解，相关信息十分匮乏。因此，本研究旨在探讨医疗保健管理人员对临床活跃的模拟教育者对组织的重要性的看法。
设计/方法/方法：邀请医疗保健管理人员以半结构化的方式接受访谈。采用归纳主题分析来识别和分析描述管理人员对模拟教育者作为同事对其医疗保健组织的影响的观念模式。
确定与医疗单位相关的主题为：（1）对经理的价值，（2）对社区的价值和（3）边界。模拟教育者被认为是循证知识的有价值的守门员和教育问题的领导伙伴。他们对社区最突出的价值是建立反思性氛围，促进开放沟通，从而提高团队合作的效率。模拟培训期间，单位的当地传统、经济、后勤和人员配备被认为可能对模拟教育者的工作产生负面影响。
研究结果可能对模拟培训计划的实施和支持产生影响。
医疗保健管理人员既赞赏模拟教育者的个人价值，也赞赏他们对自己单位的工作的影响。当地价值观优先于全球价值观。模拟培训被视为持续专业发展的教育工具，尽管在访谈中，管理人员并未表示对聘用具有教学能力和经验丰富的员工的重视。
原创性/价值：该研究提供了有关模拟教育者作为团队成员如何影响临床实践的新见解。
