Simulation Educator

Description:
 

Job Description Summary:
 

Samuel Merritt University graduates improve health outcomes and reduce disparities for all members of our communities. We have spent more than a century preparing outstanding healthcare professionals through immersive learning and community engagement and are deeply committed to transforming healthcare through diversity and inclusion. At the College of Nursing (CoN), we are at the forefront of educational innovation in theory and practice to prepare highly competent professional nursing leaders who are engaged in the advancement of nursing practice and the improvement of health for diverse populations/peoples. Our motto is education plus compassion which we proudly demonstrate in the ways that we serve our students, faculty, staff, and in our local communities.

The Simulation Educator (SE) is under the direct supervision of the Executive Director of the Health Sciences Simulation Center. Simulation Educators support simulation-based learning (SBL) and all other immersive learning modalities on the Fresno Campus.

Duties and Responsibilities:

The Simulation Educator’s primary responsibilities are to:

Ensure best practices are being followed in the implementation of SBL.

Serve as an accessible resource and support person for SMU faculty as they integrate SBL strategies into their curricula.

Provide focused support to faculty from the College of Nursing (CoN) or entities external to SMU, as assigned.

Facilitate implementation of simulation scenarios for learners, including debriefing.

​All HSSC team members are expected to:

Effectively utilize TeamSTEPPS™ tools and strategies to enhance team performance and communication.

Engage in community outreach service by participating in or leading educational sessions within the HSSC for community and youth groups.​

[I] EDUCATION RESPONSIBILITIES

[1] Implement established SBL Sessions

Observe SMU faculty who are leading a SBL activity to ensure current, evidence-based standards are met.

Act as a mentor/coach to SMU faculty during a SBL activity to provide feedback and suggestions for improvement.

Mentor faculty ineffective debriefing practices that promote reflective learning.

Collaborate with the Simulation Technology Specialist (STS)in the implementation of simulation to assure the STS is aware of the necessary tech support, the SBL plan for the session, and the required setup for the session.

Utilize the Educational Management Solutions (EMS) AV and database management systems effectively.

[2]​ Design-Develop-Implement-Evaluate new SBL Sessions

Act as an expert resource to faculty in simulation-based learning(SBL) design and delivery.

Collaborate with SMU faculty to develop and implement SBL activities into their curricula.

Use evidence-based methods/SBL theories to design, implement, and evaluate simulation curricula, including debriefing and assessment.

Facilitate university-wide inter-professional education (IPE) activities/initiatives with SMU faculty across programs.

Collaborate with SMU faculty to develop and/or utilize existing assessment tools to evaluate learner competency.

Collaborate with the Simulation Technology Specialist(STS) in the implementation of simulation to assure the STS is aware of the necessary tech support, the SBL plan for the session, and the required setup for the session.

Be accountable for maintaining the library of scenarios used in programs under your designated oversight (e.g., pre-licensure nursing, graduate nursing programs. PT, etc.).

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[3]​ Develop Simulation-Based Learning Curricula ​

Act as an expert resource to faculty in SBL design and delivery, emphasizing thoughtful, cohesive, longitudinal integration of SBL throughout an academic program’s entire curriculum.

Collaborate with SMU faculty to develop and implement SBL activities into their curricula.

Demonstrate best practices as identified by the Society for Simulation in Healthcare in their curriculum for Certification in Healthcare Simulation Education.

Observe SMU faculty who are leading a SBL activity to ensure current, evidence-based standards are met.

Act as a mentor/coach to SMU faculty during a SBL activity to provide feedback and suggestions for improvement.

Mentor faculty ineffective debriefing practices that promote reflective learning.

Facilitate university-wide inter-professional education (IPE) activities/initiatives with SMU faculty across programs. ​

[4]​ Assess & Evaluate Simulation Based Learning

Use evidence-based methods and theoretical frameworks relevant to SBL to design, implement, and evaluate simulation curricula.

Observe SMU faculty who are leading a SBL activity to ensure current, evidence-based standards are met.

Act as a mentor/coach to SMU faculty during a SBL activity to provide feedback and suggestions for improvement.

Collaborate with SMU faculty to develop and/or utilize existing assessment tools to evaluate learner competency.

Actively engage in continuous quality improvement of HSSC services:

[5] Provide faculty development opportunities

Act as an expert resource to faculty in simulation-based learning (SBL) design and delivery.

Collaborate with SMU faculty to develop and implement SBL activities into their curricula.

Demonstrate best practices as identified by the Society for Simulation in Healthcare in their curriculum for Certification in Healthcare Simulation Education.

Act as a mentor/coach to SMU faculty during a SBL activity to provide feedback and suggestions for improvement.

Collaborate with other HSSC and SMU faculty to design, develop, implement, evaluate, and study faculty development activities in the area of SBL and other immersive learning approaches.

Mentor faculty in effective debriefing practices that promote reflective learning.

Facilitate inter-professional education (IPE) activities with SMU faculty.

Collaborate with SMU faculty to develop and/or utilize existing assessment tools to evaluate learner competency.

II. RESEARCH & DEVELOPMENT RESPONSIBILITIES

[1] Advocate for an innovative approach to all HSSC services and products

Be the person who constantly asks, “How might we…? How might we improve X…or completely reimagine Y…or find a new way to accomplish Z”.

Maintain awareness of current trends in teaching and learning, focusing on simulation and other immersive learning modalities for healthcare professional education.

Complete critical analyses of academic and lay literature, as well as vendor/marketing information in order to make productive contributions to HSSC team decisions regarding services and products.

[2] Support the HSSC Research Agenda

Engage in scholarly work according to SMU guidelines for scholarship in accordance with Institutional Review Board policies for Human Subjects research.

Collaborate with HSSC team colleagues and SMU faculty in the conduct of research efforts involving the HSSC following consultation with the HSSC methodologist to ensure ethical and legal considerations are met.

Represent the HSSC through the dissemination of research findings at professional conferences and/or publication.

Negotiate faculty workload hours for individual scholarly endeavors with HSSC Director.

REQUIREMENTS

Education and/or Experience:

Master’s degree in a health profession, education, or simulation.

Registered Nurse.

Prefer a minimum of 2-3 years experience in simulation-based teaching & learning.

Ability to collaborate as a team member.

Excellent communication skills.

Excellent interpersonal skills.

Ability to adjust to frequent changes in priorities, project needs, and workflow.

Knowledge of computer hardware equipment and software applications relevant to simulator functions preferred.

Benefits of Working at SMU

Health, Dental, Vision Care

SMU offers a broad range of employee benefits including health, vision, and dental care; sick leave, vacation and holiday leave, 403(b) retirement plan, life insurance, flexible spending accounts, voluntary tax-deferred annuities, educational leaves, sabbatical leaves, tuition reimbursement, tuition remission on SMU courses, disability insurance, and more.

SMU offers HMO, EPO and PPO health insurance plans, Delta Dental coverage, and VSP vision coverage.

Healthcare Flexible Spending Account

A Healthcare Flexible Spending Account (FSA) is a pre-tax benefit account used to pay for eligible medical, dental, and vision care expenses that aren’t covered by your insurance plan or elsewhere. It’s a smart, simple way to save money while keeping you and your family healthy and protected.

Dependent Care Flexible Spending Account

A Dependent Care Flexible Spending Account (DCFSA) is a pre-tax benefit account used to pay for dependent care services, such as preschool, summer day camp, before or after school programs, and child or elder daycare. A DCFSA is a smart, simple way to save money while taking care of your loved ones so that you can continue to work.

Life Insurance

As a means of financial protection, basic life insurance is provided for employees. Insurance may be purchased to benefit-eligible employees in order to supplement additional basic life insurance coverage. Employees that purchase supplemental life insurance may also purchase coverage for dependents.

Retirement 403(b)

A retirement plan that includes investment alternative and a matching contribution plan is available to all benefit-eligible employees. The retirement plan rewards special contributions of the long-service employee by providing a measure of financial security during retirement.

You Are Welcome Here

SMU does not discriminate on the basis of race, religion, color, sex, pregnancy, ethnicity, national origin (including ancestry), citizenship status, familial status, disability, age, sexual orientation, gender, gender identity, veteran or military status, predisposing genetic characteristics, or any other protected category under applicable local, state, or federal law—including protections for those opposing discrimination or participating in any resolution process within the University or within the Equal Employment Opportunity Commission or other human rights agencies. Nondiscrimination is consistent with the principles and practice of the University and is in compliance with Title VII of The Civil Rights Act of 1964, as amended, Title IX of The Education Amendments of 1972, and section 504 of the Rehabilitation Act of 1973.

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