Introduction Healthcare providers in rural and remote (R&R) areas of Canada do not have the same access to skills development and maintenance opportunities as those in urban areas. Simulation-based education (SBE) is an optimal technique to allow healthcare providers to develop and maintain skills. However, SBE is currently limited mainly to universities or hospital-based research laboratories in urban areas. The purpose of this scoping review is to identify a model, or components of a model, that outline how a university research laboratory can collaborate with a for profit and not-for-profit organization to facilitate the diffusion of SBE into R&R healthcare provider training. Methods and analysis This scoping review will be guided by the methodological framework introduced by Arksey and O’Malley in 2005 and the Methodology for Joanna Briggs Institute Scoping Reviews. Ovid MEDLINE, PsycINFO, Scopus, Web of Science, and CINAHL will be searched for relevant articles published between 2000 and 2022, in addition to grey literature databases and manual reference list searches. Articles describing a partnership model or framework between academic institutions and non-profit organizations with a simulation or technology component will be included. Titles and abstracts will be screened, followed by a full-text screening of articles. Two reviewers will participate in the screening and data extraction process for quality assurance. Data will be extracted, charted, and summarized descriptively to report key findings on potential partnership models. Conclusion This scoping review will provide an understanding on the extent of existing literature regarding the diffusion of simulators for healthcare provider training through a multi-institutional partnership. This scoping review will benefit R&R parts of Canada by identifying gaps in knowledge and determining a process to deliver simulators to train healthcare providers. Findings from this scoping review will be submitted for publication in a scientific journal.

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In research, the adoption of a framework is essential. It enables researchers to operate with specified parameters and provides structure and assistance with research projects, programs, and technologies. The incorporation of a framework also facilitates the organizing and planning of our research efforts with respect to the breadth and depth of what we want to discover. Frameworks are equally important in research focused on simulation-based education. Simulation-based education is a form of experiential learning that provides participants with the opportunity to acquire or improve real-world-like knowledge and skills in a simulated environment. The Medical Research Council framework, historically developed to guide clinical research, has been proposed as a framework to guide simulation research as well. However, because simulation-based education is positioned at the intersection of clinical and educational sciences, certain questions cannot be addressed using a clinical research framework. Thus, in this paper, we introduce an alternative framework, derived from educational sciences, to be considered and possibly adapted into simulation research. The design-based research (DBR) framework consists of four stages centered on design, testing, evaluation, and reflection. This editorial asserts that the DBR is an excellent framework for projects and programs of research in simulation.

The ability of healthcare workers to communicate effectively with dementia patients is critical in the healthcare context. This is because persons with dementia have difficulty expressing their views due to cognitive and language impairments. Therefore, it becomes essential that healthcare workers obtain the necessary training to handle the needs and concerns of persons with dementia. Furthermore, when the severity of the illness worsens, people with dementia may find it difficult to communicate verbally, so they rely heavily on nonverbal communication. Nonverbal communication is very useful for indicating pain and suffering. Identifying these nonverbal indicators by health experts allows them to begin treatment sooner, ultimately increasing the quality of life. Studies have found simulations to be an effective way of educating health professionals in the development/improvement of communication skills; however, they lack the capacity to identify and act on specific nonverbal signs. This editorial suggests that using communication accommodation theory (CAT) could be an effective tool for teaching communication skills to health professionals. CAT can give a framework for an improved understanding of nonverbal indications in dementia patients and strategies for healthcare practitioners to alter and use that information in patient care.

Effective communication in healthcare settings allows for the expression of complex or technical terms in a manner that each patient can understand. Communication is also linked to increased trust, patient and family satisfaction, and mutual agreement between patients and healthcare personnel. As a result of aging, the elderly (age 65 and older) may develop physical, cognitive, and social changes that may lead to barriers when interacting with healthcare personnel. As a result of these age-related changes, the elderly ability to receive, retain, and convey information may be affected. Therefore, it is essential that healthcare personnel use appropriate language when communicating with this population. Studies have suggested that simulation can be an effective means to train healthcare personnel to develop context-appropriate communication skills for this specific population. This editorial will explore how the Speech Codes Theory (SCT) can structure simulation encounters to enhance healthcare personnel's proficiency in conversing and connecting with this patient population.