Healthcare Simulation Technology Specialists

Crawford, Scott B.; Bailey, Rachel; Steer, Kirrian

doi:10.1007/978-3-030-15378-6_10

Cited by 1 publication

(8 citation statements)

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“…According to our findings, a willingness to learn was the leading competency in the can-do domain, appearing in more than two thirds of job descriptions and a third of interviews. Health care simulation technician roles are usually complex and ill-defined, requiring steep learning curves 2 . An HST who demonstrates a positive attitude to workplace learning often becomes more proficient in his or her role, which positively influences his or her job satisfaction 19 .…”

Section: Discussionmentioning

confidence: 99%

“…An HST who demonstrates a positive attitude to workplace learning often becomes more proficient in his or her role, which positively influences his or her job satisfaction 19 . For example, HSTs may initially lack clinical knowledge, but a positive and inquisitive attitude may increase the success of simulations in which they are involved because they actively seek to fill knowledge gaps 2 . This competence may be challenging to develop 20 and difficult to assess during the traditional interview process.…”

Section: Discussionmentioning

confidence: 99%

“…Health care simulation technicians provide technological support and expertise in all operational aspects of simulation-based education 1 . The HST is a multifaceted role, drawing on a broad range of knowledge, skills, and attitude (KSA) competencies, to assist in recreating real-life clinical scenarios in a safe learning environment 2 . However, because of the neoteric nature of the HST role and the ambiguity surrounding the core responsibilities of the position, 1 it has proved difficult to identify the KSAs required to perform the role.…”

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confidence: 99%

“…However, because of the neoteric nature of the HST role and the ambiguity surrounding the core responsibilities of the position, 1 it has proved difficult to identify the KSAs required to perform the role. A number of reasons have been cited for this difficulty including the significant variation and uniqueness in health professions education, training, and research offered at simulation centers across the globe 2 …”

mentioning

confidence: 99%

“… 1 The HST is a multifaceted role, drawing on a broad range of knowledge, skills, and attitude (KSA) competencies, to assist in recreating real-life clinical scenarios in a safe learning environment. 2 However, because of the neoteric nature of the HST role and the ambiguity surrounding the core responsibilities of the position, 1 it has proved difficult to identify the KSAs required to perform the role. A number of reasons have been cited for this difficulty including the significant variation and uniqueness in health professions education, training, and research offered at simulation centers across the globe.…”

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confidence: 99%

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A Mixed Methods Study Identifying the Competencies of Health Care Simulation Technicians

et al. 2022

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Introduction: Health care simulation technicians (HSTs), also referred to as simulation operations specialists, are essential to the delivery of simulation-based education. The HST role draws on a broad range of knowledge, skills, and attitude competencies. However, because of the neoteric nature of the HST role and the ambiguity surrounding the core responsibilities of the position, it has proved difficult to identify the competencies required to perform this role successfully. This study aims to identify the knowledge, skills, and attitude competencies required by HSTs. Methods: A mixed methods approach was used in this study. Data were collected from (1) online searches of HST job descriptions and (2) semistructured interviews about the competencies required by HSTs with 10 HSTs, 10 health care simulation educators, and 10 health care simulation center managers/director. The data from the job descriptions and interviews were analyzed using thematic analysis, using a framework method to guide the coding. Results: A total of 59 competencies were identified from the job descriptions and 65 competencies from the interviews. This analysis resulted in the identification of 9 competency domains: 3 knowledge domains (technical, clinical, and pedagogic), 4 skills domains (resourcefulness, pedagogic, team, and technical), and 2 attitudes domains (professional and "can-do" mentality). Conclusions: The identification of the competencies required by HSTs will support the selection of candidates with the attributes that will allow them to be successful in this role and guide continuous professional development opportunities for current and future HSTs.

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Section: Discussionmentioning

confidence: 99%