Abstract
Background: The expertise of the simulation instructor is a key factor in the success of simulation-based education. This study aimed to identify the perceived competence and training priorities of Korean nursing simulation instructors using importance-performance analysis. Methods: A cross-sectional descriptive survey design was used. A Web-based survey was conducted with 100 nursing simulation instructors from seven provinces of the Republic of Korea. A 26-item simulation instructor competence importance-performance scale was developed and used to identify the instructors' perceived competence and training priorities. Results: Exploratory factor analysis of the scale comprised five factors that explained 66.5% of the total variance: (a) professional foundations, (b) assessment and evaluation, (c) simulation implementation, (d) reflection and facilitation, and (e) principles of simulation education. There were significant mean differences between importance and performance overall and for all five factors, with reflection and facilitation showing the largest difference. Regardless of instructor expertise level, an in-depth discussion during the debriefing was the top training priority for novice, advanced beginner, and competent instructors in the importance-performance analysis. Conclusions: Structured simulation instructor training should be developed and implemented to target simulation instructor competence improvement according to training priorities customized by expertise level.
| Original language | English (US) |
|---|---|
| Journal | Clinical Simulation in Nursing |
| DOIs | |
| State | Accepted/In press - Jan 1 2018 |
| Externally published | Yes |
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Keywords
- competence
- importance-performance analysis
- needs assessment
- nursing
- patient simulation
ASJC Scopus subject areas
- Education
- Modeling and Simulation
- Nursing (miscellaneous)
Cite this
Perceived Competence and Training Priorities of Korean Nursing Simulation Instructors. / Roh, Young Sook; Kim, Mikang; Issenberg, Barry.
In: Clinical Simulation in Nursing, 01.01.2018.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Perceived Competence and Training Priorities of Korean Nursing Simulation Instructors
AU - Roh, Young Sook
AU - Kim, Mikang
AU - Issenberg, Barry
PY - 2018/1/1
Y1 - 2018/1/1
N2 - Background: The expertise of the simulation instructor is a key factor in the success of simulation-based education. This study aimed to identify the perceived competence and training priorities of Korean nursing simulation instructors using importance-performance analysis. Methods: A cross-sectional descriptive survey design was used. A Web-based survey was conducted with 100 nursing simulation instructors from seven provinces of the Republic of Korea. A 26-item simulation instructor competence importance-performance scale was developed and used to identify the instructors' perceived competence and training priorities. Results: Exploratory factor analysis of the scale comprised five factors that explained 66.5% of the total variance: (a) professional foundations, (b) assessment and evaluation, (c) simulation implementation, (d) reflection and facilitation, and (e) principles of simulation education. There were significant mean differences between importance and performance overall and for all five factors, with reflection and facilitation showing the largest difference. Regardless of instructor expertise level, an in-depth discussion during the debriefing was the top training priority for novice, advanced beginner, and competent instructors in the importance-performance analysis. Conclusions: Structured simulation instructor training should be developed and implemented to target simulation instructor competence improvement according to training priorities customized by expertise level.
AB - Background: The expertise of the simulation instructor is a key factor in the success of simulation-based education. This study aimed to identify the perceived competence and training priorities of Korean nursing simulation instructors using importance-performance analysis. Methods: A cross-sectional descriptive survey design was used. A Web-based survey was conducted with 100 nursing simulation instructors from seven provinces of the Republic of Korea. A 26-item simulation instructor competence importance-performance scale was developed and used to identify the instructors' perceived competence and training priorities. Results: Exploratory factor analysis of the scale comprised five factors that explained 66.5% of the total variance: (a) professional foundations, (b) assessment and evaluation, (c) simulation implementation, (d) reflection and facilitation, and (e) principles of simulation education. There were significant mean differences between importance and performance overall and for all five factors, with reflection and facilitation showing the largest difference. Regardless of instructor expertise level, an in-depth discussion during the debriefing was the top training priority for novice, advanced beginner, and competent instructors in the importance-performance analysis. Conclusions: Structured simulation instructor training should be developed and implemented to target simulation instructor competence improvement according to training priorities customized by expertise level.
KW - competence
KW - importance-performance analysis
KW - needs assessment
KW - nursing
KW - patient simulation
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U2 - 10.1016/j.ecns.2018.08.001
DO - 10.1016/j.ecns.2018.08.001
M3 - Article
AN - SCOPUS:85053327375
JO - Clinical Simulation in Nursing
JF - Clinical Simulation in Nursing
SN - 1876-1399
ER -