Paige Jane B, Graham Leslie, Sittner Barbara
Author Affiliations: Milwaukee School of Engineering, School of Nursing, Milwaukee, Wisconsin (Dr Paige); Ontario Tech University-Durham College and Adjunct Professor Ontario Tech University, Ontario, Canada (Dr Graham); and University of Nebraska Medical Center, Omaha, Nebraska (Dr Sittner).
Nurse Educ. 2024 Sep 24. doi: 10.1097/NNE.0000000000001737.
Developing the competency of simulation educators is critical for optimizing learner outcomes. Yet guidelines on how to sustain received simulation training and evaluate training programs are limited.
To examine the impact of a professional development workshop (PDW) aimed at individuals responsible for developing, sustaining, and evaluating simulation educator training programs.
A longitudinal exploratory design was used, guided by the New World Kirkpatrick Model.
Seventy-seven participants from 6 countries and 5 professions participated at the outset of the study, with 56% completing the entire study at the 6-month mark. Significant changes in knowledge, confidence, and commitment were observed from pre-to-post PDW. Themes of personal capacity, supportive mechanisms, and embracing accountability were identified as facilitators to develop/evaluate training programs, whereas their absence acted as barriers.
Develop a training program evaluation plan from the outset. Sustain the training of simulation leaders and educators through intentional processes that support, reinforce, monitor, and reward efforts.
培养模拟教育工作者的能力对于优化学习者的学习成果至关重要。然而，关于如何维持已接受的模拟培训以及评估培训项目的指导方针却很有限。
探讨针对负责开发、维持和评估模拟教育工作者培训项目的人员开展的专业发展研讨会（PDW）的影响。
采用纵向探索性设计，以新世界柯克帕特里克模型为指导。
来自6个国家和5个专业的77名参与者在研究开始时参与其中，56%的人在6个月时完成了整个研究。从PDW前到PDW后，观察到知识、信心和承诺方面有显著变化。个人能力、支持机制和承担责任等主题被确定为开发/评估培训项目的促进因素，而缺乏这些则成为障碍。
从一开始就制定培训项目评估计划。通过支持、强化、监督和奖励努力的有意过程，维持对模拟领导者和教育工作者的培训。
