Abstract
Developing the competency of simulation educators is critical for optimizing learner outcomes. Yet guidelines on how to sustain received simulation training and evaluate training programs are limited. To examine the impact of a professional development workshop (PDW) aimed at individuals responsible for developing, sustaining, and evaluating simulation educator training programs. A longitudinal exploratory design was used, guided by the New World Kirkpatrick Model. Seventy-seven participants from 6 countries and 5 professions participated at the outset of the study, with 56% completing the entire study at the 6-month mark. Significant changes in knowledge, confidence, and commitment were observed from pre-to-post PDW. Themes of personal capacity, supportive mechanisms, and embracing accountability were identified as facilitators to develop/evaluate training programs, whereas their absence acted as barriers. Develop a training program evaluation plan from the outset. Sustain the training of simulation leaders and educators through intentional processes that support, reinforce, monitor, and reward efforts.
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