Benefits and challenges of a national approach to faculty development for simulation educators: Experience from Australia Debra Nestel Monash University & University of Melbourne, Australia 2017 Hong Kong Society for Simulation in Healthcare
Disclosures • Conference attendance • NHET-Sim Programme, Department of Health, Commonwealth of Australia • Editor in Chief, Advances in Simulation • Publishing contracts – Wiley-Blackwell, Springer
Overview
The Australian context
NHET-Sim Programme
Impact
Benefits & challenges
What's next?
1: The Australian context
The Australian context • Health Workforce Australia (HWA) • Disestablished workforce planning and reform • Increased numbers of trainees > Pressure on clinical placements • Other drivers to simulation-based education (SBE) • AU$94M for SBE program of investment • Capital investment • Faculty development • Research
An Australian context • HWA commissioned surveys (2010) • • • •
Professional entry/undergraduate education 18 health professions Current and planned SBE Consistently found need for faculty development
• HWA acknowledged the need • Commissioned a national ‘trainer’ programme (AusSETT) (2011) • Commissioned a national programme (NHET-Sim) (2012)
2: NHET-Sim Programme
The NHET-Sim programme • Professional development for clinicians and educators who may use simulation as an education method • Core and optional modules • ~24 hours learning activities (minimum level) • E-learning • Workshops offered nationally by experienced faculty
Core modules 1. Simulation-based education: Contemporary issues for the health professions 2. Being a simulation educator*
1. Being a simulation technician 2. Simulator fundamentals* 3. Technology-based simulators & simulations* 4. Delivering technology-based simulations* 5. Simulated patient methodology* 6. Patient focused simulations*
Optional modules
7. Virtual environments 8. Simulated learning environments: Project management 9. Debriefing in simulations* 10.Scenario development* 11.Teaching with task trainers 12.Interprofessional simulation*
Optional modules
Governance • Then • • • •
Executive (monthly) Steering group (quarterly) Advisory group (biannual) Monash NHET-Sim team (weekly)
• Now • Executive (6000 registrations • ~115 active faculty and >5000 alumni • Australia wide • All health and social care professions • All levels of experience • Content has currency • Valuable network • Unique in breadth • ~AU$5m over 4 years
Profession Medicine 19% Nursing 61% Midwifery 6% Allied health 11% Other 3%
Sector Public healthcare 56% University 21% Private healthcare 11% TAFE 3% Other 8%
End of module evaluations • Learning objectives (>4.5 on a 6-point scale) • 42/46 e-learning • 28/28 workshops (>5.0)
• Educational methods • 39/44 e-learning • 18/18 workshops (>5.2)
• Satisfaction with workshop faculty • >5.4 across jurisdictions and modules
Joint enterprise • Clarity of goals and processes – Governance structure – Jurisdictional mentors – Broad faculty base – NHET-Sim faculty training – Formal programme communication strategy
Mutual engagement • Distributed programme • Interaction opportunities • Local “ownership” and participation • Aligned with other networks, associations, academies • Newcomers with old timers – co-facilitation
Shared repertoire Preparation
• HWA ignition • • • • • •
Website E-learning modules Common language Shared practices Local simulators Needs and concerns
Evaluation
Briefing
Reflection
Simulation activity
Debriefing/ feedback
4: Benefits & challenges
What are the benefits of a national programme?
What are the challenges of a national programme?
“entry level”
Benefits of this national programme • Promotes a community of practice • Addresses national issues • Offers national ‘ownership’ • Builds a big network • Develops critical mass • Offers quality assurance • Establishes a common language • Exhibits official/political weight
• Feeds into “award” courses • Normalizes simulation as an educational method • Provides distributed delivery • Facilitates cross-fertilization • Co-facilitation, multiple authors & governance
• Establishes a service culture from the hub • Facilitates “centre” specialization • Supports “being” interprofessional
“entry level”
Challenges of this national programme • Managing the scale • Logistics, distributed faculty, communication
• Getting buy-in – “local” resistance • Competition
• “One size does not necessarily fit all” • Being sustainable • Maintaining currency of content • Commonwealth “own” the IP
• Keeping local host support • Acknowledging that there are challenges
5: What’s next?
The NHET-Sim programme has… • Provided a context in which a truly interprofessional healthcare simulation education community has grown • Created mechanisms for interactions • Local, regional, national • In person, online
• Developed and extended practice of participants • Repeated opportunities for developing practice
• Improved knowledge, practice and scholarship associated with healthcare simulation
Some of the lessons… Build networks Find ‘champions’ Promote distributed ‘ownership’ Promote co-facilitation Create positive service culture Acknowledge challenges Establish strong governance Embrace external evaluation
References • Nestel, D., Watson, M., Bearman, M., et al. (2013). Strategic approaches to simulation-based education: A case study from Australia. Journal of Health Specialties, 1(1), 4-12. • Nestel, D. (2013). Faculty development in simulation-based education: Lessons learned from AusSETT - a national simulation faculty development program Paper presented at the International Paediatric Society Symposia and Workshops, New York Academy of Medicine. • Nestel, D., Bearman, M., Brooks, et al. (2016). A national training program for simulation educators and technicians: Evaluation strategy and outcomes. BMC Medical Education, 16(25) • Nestel, D., & Gough, S. (2018). Designing simulation-based learning activities. In D. Nestel, M. Kelly, B. Jolly, & M. Watson (Eds.), Healthcare Simulation Education: Evidence, Theory & Practice (pp. 135-142). Chichester: John Wiley & Sons Ltd.
Thank you
[email protected] [email protected] @DebraNestel https://www.researchgate.net/profile/Debra_Nestel
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