Abstract
AIM: The aim of this study was to determine what is known about using simulation as an intervention to develop teaching competencies in health professions educators.
BACKGROUND: No reviews are available that integrate the body of evidence about simulation to develop role competency in clinical educators.
METHOD: Scoping review methodology was used to identify interventions that used simulation to develop teaching competencies for health professions educators.
RESULTS: Thirteen articles met inclusion criteria. Simulation contexts were academic settings, either as a single activity or being embedded in larger curriculum. Backgrounds were tied to specific objectives related to faculty role expectations. Facilitator and educational strategies varied from loosely to highly structured. Outcomes were primarily posteducational self-assessments.
CONCLUSION: Simulation to develop teaching competencies is a promising strategy and an important area of future research for nursing education.