Prioritizing Simulation Facilitators’ Competencies for Professional Development Using Q-Methodology

Abstract

Background: High-quality simulation requires competent facilitation. The Facilitator Competency Rubric (FCR) identifies facilitator competencies; a gap exists prioritizing competency development. Methods: Using Watts and Stenner's Q-methodology, 73 simulationists prioritized 29 statements derived from FCR from most to least meaningful. We analyzed data using Spearman correlation and centroid factor analysis with varimax rotation and described viewpoint differences using qualitative analysis. Results: Two main viewpoints explained 41.5% of variance. Simulationists across both viewpoints agreed creating psychologically-safe environments was most important whereas administrative tasks were least. The two distinct viewpoints emphasized facilitating metacognition during simulation and debriefing verses structuring debriefing. Implications: This paper provides professional development design recommendations.