Year: 2025 | Month: April | Volume: 15 | Issue: 4 | Pages: 208-218
DOI: https://doi.org/10.52403/ijhsr.20250430
Competencies and Best Practices for Simulation Educators in Nursing: A Scoping Review
Presthiena Lofi E L1, Mercy P J2, Sujitha Elavally3
1Research Scholar, Centre for Studies in Medical Simulation, Kerala University of Health Sciences, Thrissur, Kerala (India),
2Associate Professor, Academic Staff College, Kerala University of Health Sciences, Thrissur, Kerala (India),
3Assistant Professor, Government College of Nursing, Thrissur, Kerala (India).
Corresponding Author: Presthiena Lofi E L
ABSTRACT
Introduction: Simulation-based education in nursing enhances skill acquisition, critical thinking, and patient safety. Competent simulation educators require proficiency in technical skills, instructional design, debriefing, and learner engagement in simulations. This scoping review explores the competencies, best practices, and evaluation methods for simulation educators in the nursing profession.
Objectives: To identify essential competencies for nursing simulation educators, highlight standards and best practices, and explore tools and methods for competency assessment and enhancement.
Methods: This review followed Arksey and O'Malley’s framework (1), incorporating CASP guidelines (2). A systematic search of PubMed, Scopus, and Web of Science from January 2010 to May 2024, along with grey literature, was conducted. Inclusion criteria focused on studies addressing simulation educator competencies, published in English. Data were extracted, charted, and thematically analysed to synthesize findings.
Results: Twenty-four studies were included, identifying key competencies such as debriefing skills, instructional design, and teamwork. Best practices emphasized structured faculty development using Benner’s and Rogers’ models (3), and adherence to ASPiH (4) and INACSL standards (5). Evaluation methods included Kirkpatrick’s framework (6), Objective Structured Assessment of Debriefing (OSAD) (7), and continuous professional development programs. The review highlighted the need for ongoing training, mentorship, and standardized assessment tools for simulation educators.
Conclusion: Simulation educators in nursing require multifaceted competencies and continuous development. Implementing standardized frameworks and validated assessment tools ensures effective simulation-based nursing education. Future research should focus on long-term competency development and innovative training methods.
Key words: Simulation educators, Educator competency, Nursing education, Faculty development, Debriefing, Simulation Practices