Table 4 Key elements for success in course sharing

Establish and use a standardized template

A common concern was the absence of a consistent template to organize course information

Information typically was available but cumbersome to find and often in an unfamiliar format

“…having more of a standardized template because I didn’t have that one source to go for all my information.” (D-H)

“I found that using two very different scenario templates to be quite problematic.” (Mayo)

“I found myself looking through and opening every folder they had sent just to make sure I didn’t miss something. I wasn’t sure that this was the complete set of supplies.” (D-H)

Identify the target audience

Learner level was frequently unclear

Because learner level was considered vital for preparing and modifying shared curricula, this was recommended as a crucial element in a standardized template

“I was not sure regarding who the course was structured for. For example, was this course for nursing students, novice nurses, or for more experienced nurses?” (Mayo)

“I think the course would need to be modified depending upon what student population you were working with.” (D-H)

Provide a course overview

Overall course flow and specific equipment needs were unclear

An agenda, overview of the course, and more detailed objectives could improve course flow and cadence

Key decisions could be facilitated by listing required resources (eg, have a living standardized patient if the site’s mannequin cannot reproduce required symptoms)

“I did not feel that I had a good idea of the actual intent of the course… an overview or bird's eye picture.” (Mayo)

“I think the material they had for us was good, but I think it would have been beneficial to have seen someone run through a full course start to finish to understand exactly what they were trying to convey.” (D-H)

Designate a contact person

For both sites, questions frequently arose when implementing a shared course, but no contact person on the developing team was indicated

Implementation would be facilitated by ready access to an individual knowledgeable about the course

“I did not have a phone number or contact person…in order to clarify questions that I had or that the clinical nurses had.” (Mayo)

“It wouldn’t hurt to have somebody who had run that program talk in a phone conference… I would be able to touch base with a [simulation] specialist or whoever kind of organized that program at the other institution… that would be very helpful to me.” (D-H)

Use an intuitive sharing platform

Many noted challenges with the document-sharing software

Information was difficult to access

An easy-to-use document-sharing infrastructure would substantially facilitate the course-sharing process

“I think the platform we use to share the information was cumbersome…that in and of itself I found time consuming and difficult to navigate.” (D-H)

Consider local culture, context, and needs

Practices and requirements may differ between institutions and practice sites

Accommodating these differences required only modest adjustments to the course

“…I don’t think there was really anything that was difficult. I think we just had to recognize where the practice, our own individualized practice here, is slightly different…” (Mayo)

“It was very easy, it went as smooth as could be; it’s our standard practice.” (D-H)