Cultural influences on simulation training as an educational innovation among health care professionals

Abstract

Aims and specific learning outcomes To examine cultural influences on the adoption of simulation as an educational innovation among health care professionals.

Background/ rationale Whilst there has been an increase in research supporting simulation based education and training, there is a notable lack of evidence examining the relationship between culture and simulation, and factors influencing adoption and diffusion of this innovation, Fors (2009), Chung (2013). If cultural factors influence simulation adoption, either as an enabler or a barrier, they are worthy of examination. This literature review aims to examine these important dimensions.,

Methodology The literature review is being undertaken systematically based on techniques described by Booth et al, (2012).Study selection will be undertaken using the following inclusion criteria:

Population: Students and health practitioners engaged in medicine, nursing, midwifery and allied health professional practice, participating in simulations. Intervention: Simulation training and education; relating to: learning, teaching and assessment in clinical practice and in learning environment, technological and non- technological. Outcome: Cultural factors-enable/hinder, voluntary and involuntary uptake or rejection of simulations. Practitioners value/do not value simulations. Study: International research papers, published in English, from 2010 to 2014.

Data synthesis Data synthesis will be undertaken using Thematic Synthesis (Thomas, Harden, 2008). Results - To be developed following data synthesis. Conclusions/ recommendations/ take home messages -To be developed following data synthesis