Abstract
Background: Extant simulation literature guides facilitators to tailor desired outcomes to the level of the learner, create psychologically safe and realistic learning environments, and provide a comprehensive simulation experience. Healthcare Simulation Standards of Best PracticeTM emphasize the role of a skilled facilitator in delivering effective healthcare simulation. However, there is a paucity of research evaluating the impact of facilitation upon learning outcomes in the simulation environment.
Aim: This systematic review protocol outlines the identification, critical appraisal, and synthesis of the best available evidence to describe simulation facilitation and its impact upon healthcare learners’ knowledge, skills, attitudes, and behaviors.
Methods: An interprofessional committee of simulation educators will perform a systematic review under the guidance of a health science librarian using the Joanna Briggs Institute methodology. Peer-reviewed literature will be searched across seven databases. Abstracts deemed relevant in meeting the inclusion criteria will undergo full-text review.
Expected Results: The systematic review will inform evidence-based practices related to the facilitation process to support the delivery of high-quality simulation that promote a culture of inclusion, trust, and safety.