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Table 2 Themes and elements identified in phase 1 exploratory interviews and focus groups

From: Preliminary report of a simulation community of practice needs analysis

SimulationImplementing a broad range of simulation practices following best practice
Simulated patient’s quality questioned with practice uninformed by theory
Development of alternate modalities of simulation
CollaborationVariability in collaboration and sharing resources
Lack of collaboration between different stakeholders, hospital specialties and departments and hospital simulation centres
Develop networking opportunities through communities of practice
Regular networking between government, educators, trainers and hospitals (e.g. conferences, meetings, communication networks)
Recognition and incentivesSimulation not recognised as adding value to support backfill of staff off the ward and conducive rostering
Infrastructure, leadership and executive support required to grow simulation programmes
Promote opportunities of simulation to policymakers, educators, students and clinicians
Promote certification, accreditation, benchmarking and minimum standards to enable recognition of staff and the work being done
Professionalise education and training related to simulated learning environments to enable recognition of the specialised skill set
Teaching and learningEvolvement of the educational pedagogy surrounding simulation
Clinical skill development and assessment, and critical incident training well addressed but difficulties encountered in more complex areas such as behavioural and cultural change and interprofessional training
Lack of understanding regarding surrounding design for learning to maximise learning from simulation experience
Lack of standardisation in simulations used for assessments
SustainabilityInadequate or unreliable funding sources
Inequitable distribution of resources and spaces /funding across metropolitan and rural areas
Purchase of equipment without conducting appropriate needs analysis
Maintenance of equipment
World-class simulation resources that need coordination and support
Staff roles in simulation do not have definitive boundaries, many have multiple roles
Lack of dedicated simulation staff including technical support
Large turnover of simulation staff and excessive workloads
Professional developmentCentralised training developed clarity in different roles in simulation
Using a train-the-trainer model to build capacity in simulation in hospitals, across different disciplines
Strategies to prevent skill decay and ongoing support and mentorship for simulation staff
Availability of mentorship, education and training in regional areas
Education and training for specific simulation modalities including in situ, simulated patients, high technology, immersive simulations, scenario design, hybrid simulation
ResearchNeed to improve research, publication and dissemination of activities and innovations from simulation in different settings
Need to understand research priorities related to simulation and champion the outcomes achieved from simulation
Form research collaboratives to develop research skills in clinical staff
Sharing research being conducted in centres, organisations and groups
Patient safetySupports strong operational teams: experience and initiative
Using simulation to assess job design and workforce safety issues and usability testing of systems and equipment
Apply simulation from a risk and harm minimization perspective
Collaborate with quality and safety departments to manage risk
TechnicalClarify roles of simulation technicians
Have dedicated technical support, so that educators can focus on training and not fixing equipment
Audiovisual equipment knowledge
Pressures of running a simulation supported by AV at the same time
More technical training for all staff
Develop the recognised role of simulation specialist
New adoptersLack of understanding and experience regarding simulation and what it means
Reluctance of some clinical communities to use simulation
Lack of skills of staff in some work contexts to design scenarios for assessment