FACILITATOR COMPETENCY RUBRIC CONCEPTS COMPONENTS BEGINNER (1) TO ADVANCED BEGINNER (2) Identifies need for small groups at the bedside COMPETENT (3) Preparation Scheduling 1 2 Addresses cognitive, affective, and psychomotor domains of learning 3 Correlates objectives for all domains of learning to the level of the participants education or experience 4 5 Incorporates objectives that integrate holistic patientcentered care 1 2 Informs lab staff of plans to conduct simulation 3 Collaborates with lab staff to ensure learning objectives will be met 4 5 Reviews prior simulated clinical experiences (SCEs) to ensure improvements made in learning experience Fidelity Level (e.g. environment, simulation modality) 1 2 Intends to use materials/simulation modality based on own comfort/ease 3 Plans for a level of fidelity that will meet the desired outcomes 4 5 Designs experience to closely replicate environment of care in accordance with learning objectives Supply/Equipment Availability 1 2 Lists supplies and equipment needed for SCE 3 Organizes learning materials according to priority of need 4 5 Develops or enhances materials to allow learners to critically think 1 2 Informs participants of any preparation requirements prior to arrival to SCE 3 Determines whether participants are prepared for the SCE 4 5 Analyzes whether level of preparation is sufficient to optimize learning 1 2 Intends to evaluate whether the participants were satisfied with the SCE 1 2 3 Plans to gather data to evaluate the experience, facilitator, and/or learning outcomes 3 4 5 Plans to use psychometrically sound evaluation tools Learning Objectives Planning Process Preparation Requirements Evaluation Methods Demonstrates creativity in scheduling approaches PROFICIENT (4) TO EXPERT (5) Schedules participants for optimal learning experience 4 5 FACILITATOR COMPETENCY RUBRIC CONCEPTS COMPONENTS Prebriefing Expectations (e.g. confidentiality, code of conduct, participation, respect) Learning Objectives BEGINNER (1) TO ADVANCED BEGINNER (2) Informs participants of what to expect during the SCE COMPETENT (3) 1 2 Provides learning objectives to participants prior to scenario 3 Reviews learning objectives with participants prior to scenario 1 Facilitation 2 Addresses any participant misconceptions regarding expectations 3 PROFICIENT (4) TO EXPERT (5) Provides rationale for the expectations of all participants 4 5 Clarifies misconceptions, ensuring participants understand the learning objectives prior to the scenario 4 5 Role Identification Assigns roles to participants Provides thorough explanations and/or scripts for each role Analyzes which role should be given to each participant, to optimize learning, based on identified strengths and weaknesses Learning Environment 1 2 Addresses participant concerns as a group without singling out one person 3 Role models positive, encouraging behaviors that promote learning 4 5 Monitors degree of emotions, throughout SCE, to determine if they interfere with learning process Focus 1 2 Focused on self (phone, paperwork) or one component of SCE (skill, event) 3 Places full attention on participants and SCE 4 5 Switches tasks as needed to provide cues, evaluate comprehension, note behaviors Guidance 1 2 Rescues participants and does not allow scenario to be leaner led 3 Intervenes in SCE when appropriate based on level of participant and objectives 3 4 5 Allows SCE to progress through unexpected errors, allowing participants to problem-solve 4 5 1 2 FACILITATOR COMPETENCY RUBRIC CONCEPTS COMPONENTS Engagement of Participants Performance Time/Length BEGINNER (1) TO ADVANCED BEGINNER (2) Recognizes when all participants are not involved in the SCE COMPETENT (3) 1 2 Identifies participants with poor performance 3 Identifies strengths and weaknesses of participants 4 5 Ascertains potential causes for both strengths and weaknesses 1 2 Continues through scenario as written without regard to time management 3 Stops scenario prior to finish, if necessary, in order to have time for debriefing 4 5 Adapts, during the experience, to address all learning objectives within time constraints 1 Evaluate Debriefing 2 Provides appropriate cues or prompts as part of the SCE in an effort to engage all participants 3 PROFICIENT (4) TO EXPERT (5) Uses a variety of methods to involve disengaged participants 4 5 Determines whether the SCE progressed as intended Identifies components of the SCE that need to be addressed during the debriefing Develops a holistic reaction to the scenario that will guide debriefing 1 2 Discussion is randomly organized 3 Uses an established model or plan to facilitate debriefing 4 5 Uses the parts of a model or plan that are most useful for the current learning situation and participants Facilitate Reflection 1 2 Reviews simulation activity with participants 3 Explores with participants the rationale for their decisions Engagement 1 2 Recognizes that not everyone is involved in discussions 3 Guides discussion to keep everyone engaged 4 5 Facilitates in-depth analysis of decision-making processes and higher order thinking 4 5 Uses a variety of methods to engage all participants Model/Plan 1 2 3 4 5 FACILITATOR COMPETENCY RUBRIC CONCEPTS COMPONENTS Active Listening Performance Feedback Learning Objectives Transfer of Learning BEGINNER (1) TO ADVANCED BEGINNER (2) Contributes more to discussion than the participants do COMPETENT (3) 1 2 Shares positive observations with participants 3 Guides discussion of positive performance and analysis of areas for improvement 4 5 Facilitates self-reflection and peer analysis of performance 1 2 Focuses on scenario events 3 Determines whether learning objectives were met 4 5 Assists participants to determine level of attainment of learning objectives 1 2 Tells participants how SCE can be used in traditional clinical environment 3 Facilitates discussion of how SCE can be used to improve patient care 4 5 Guides participants to determine how both positive and negative lessons can be applied to patient care 1 Summary Evaluation 2 Provides prompts or cues only to obtain needed information 3 PROFICIENT (4) TO EXPERT (5) Demonstrates comfort with silence to allow participants to think and process 4 5 Abruptly ends SCE without summarizing learning experience Summarizes the SCE for the participants Supports the participants as they summarize the SCE Experience 1 2 Asks the participants if they liked/enjoyed the SCE 4 5 Incorporates feedback to improve future learning outcomes Participants 1 2 Asks simulation staff and faculty for observations about participants’ learning outcomes 3 Uses methods designed to collect data from participants, staff, and faculty about the SCE 3 Uses methods designed to collect data about the participants and learning 1 2 3 4 5 Assists individual participants to create an action plan based on learning outcomes 4 5 FACILITATOR COMPETENCY RUBRIC CONCEPTS COMPONENTS COMPETENT (3) Curriculum BEGINNER (1) TO ADVANCED BEGINNER (2) Unable to make connection between challenges in SCE and possible curriculum concerns Recognizes that challenges identified during an SCE may be a result of curricular design PROFICIENT (4) TO EXPERT (5) Collaborates with the curriculum team to ensure learning needs are met Facilitators 1 2 Does not seek feedback on own performance 3 Seeks feedback from students and peers about facilitator’s skills 4 5 Incorporates feedback into self improvement plan 1 Scores Total Column 2 3 Total Column 4 Total Column Total Rubric Score Guide: 0-86 = Beginner to Advanced Beginner (requires mentoring by Proficient to Expert Facilitator) 87-115 = Competent 116-145 = Proficient to Expert (may provide mentoring to Beginner to Advanced Beginner Facilitator) **For permission to use the Facilitator Competency Rubric contact Kim Leighton, PhD, RN, CHSE, CHSOS, ANEF huskerrn@gmail.com 5 1 Simulation Effectiveness Tool - Modified (SET-M) After completing a simulated clinical experience, please respond to the following statements by circling your response. PREBRIEFING: Strongly Somewhat Agree Agree Prebriefing increased my confidence (PREBRIEFING) 3 2 Prebriefing was beneficial to my learning. (PREBRIEFING) 3 2 SCENARIO: I am better prepared to respond to changes in my patient’s condition. (LEARNING) 3 2 I developed a better understanding of the pathophysiology. (LEARNING) 3 2 I am more confident of my assessment skills. (LEARNING) 3 2 I felt empowered to make clinical decisions. (LEARNING) 3 2 I developed a better understanding of medications. (Leave blank if no medications in scenario) 3 2 (LEARNING) I had the opportunity to practice my clinical decision making skills. (LEARNING) 3 2 I am more confident in my ability to prioritize care and interventions (CONFIDENCE) 3 2 I am more confident in communicating with my patient. (CONFIDENCE) 3 2 I am more confident in my ability to teach patients about their illness and interventions. 3 2 (CONFIDENCE) I am more confident in my ability to report information to health care team. (CONFIDENCE) 3 2 I am more confident in providing interventions that foster patient safety. (CONFIDENCE) 3 2 I am more confident in using evidence-based practice to provide care. (CONFIDENCE) 3 2 DEBRIEFING: Debriefing contributed to my learning. (DEBRIEFING) 3 2 Debriefing allowed me to verbalize my feelings before focusing on the scenario (DEBRIEFING) 3 2 Debriefing was valuable in helping me improve my clinical judgment. (DEBRIEFING) 3 2 Debriefing provided opportunities to self-reflect on my performance during simulation. 3 2 (DEBRIEFING) Debriefing was a constructive evaluation of the simulation. (DEBRIEFING) 3 2 What else would you like to say about today’s simulated clinical experience? Do Not Agree 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015). Update the Simulation Effectiveness Tool: Item modifications and reevaluation of psychometric properties. Nursing Education Perspectives, 36(5), 317-323. Doi: 10.5480/1 5-1671.
