Simulation Educator at The Salvation Army

Southfield, Michigan, United States -

Full Time

Start Date

Immediate

Expiry Date

13 Feb, 26

Salary

110000.0

Posted On

15 Nov, 25

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Simulation-Based Learning, Mentoring, Coaching, Curriculum Development, Interprofessional Education, Assessment Tools, TeamSTEPPS, Communication Skills, Collaboration, Continuous Quality Improvement, Research, Evidence-Based Practices, Community Outreach, Simulation Technology, Healthcare Education, Debriefing

Industry

Non-profit Organizations

Description

Description: Job Description Summary: The Simulation Educator (SE) is under the direct supervision of the Director of the Health Sciences Simulation Center. Simulation Educators support simulation-based learning (SBL) and all other immersive learning modalities on the Oakland 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 specific academic programs 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 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 in effective debriefing practices that promote reflective learning. • Collaborate with the Simulation Technology Specialist (STS) in the implementation of the 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 interprofessional 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 the 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.) 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 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 in effective debriefing practices that promote reflective learning. • Facilitate university-wide interprofessional 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 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 by: o Meeting with faculty on a periodic basis to review all curricular documents of SBL activities currently implemented o Performing routine critical reviews with faculty of all SBL session learning objectives, confirming that they are relevant and in alignment with course learning outcomes, program learning outcomes, and Institutional learning outcomes o Facilitating active, creative brainstorming with faculty groups around other SBL activities/scenarios to consider integrating into curricula 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 interprofessional 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. Minimum Qualifications: • Master’s degree in a health profession, education, or simulation • Registered Nurse • Minimum of 1+ years experience in simulation-based teaching & learning • Ability to collaborate as a team member • Excellent communication skills • Excellent interpersonal skills • Communicate and collaborate in a positive, professional manner with faculty, staff, learners, and stakeholders of the Health Sciences Simulation Center. • Ability to adjust to frequent changes in priorities, project needs, and workflow. Preferred Qualifications: • Prefer a minimum of 2-3 years experience in simulation-based teaching & learning • Knowledge of computer hardware equipment and software applications relevant to simulator functions preferred. The University has an institution-wide commitment to equity and inclusion. We strive to build a welcoming and supportive campus environment and acknowledge that diversity is an educational imperative to achieve excellence. Employee Status: Regular Exemption Status: United States of America (Exempt) Time Type: Full time Job Shift: Pay Range: $99k to $110k Samuel Merritt University currently provides base salary ranges for all positions-on job advertisements-in the United States based on local requirements. Individual compensation will ultimately be determined based on a variety of relevant factors including but-not limited to qualifications, geographic location, and other relevant skills. SMU is a health sciences institution offering high-quality instruction, outstanding faculty, and state-of-the-art facilities. We have a deep commitment and proven track record of preparing professionals to address today’s healthcare needs. Our Mission We educate students to become highly skilled and compassionate healthcare professionals who positively transform the experience of care in diverse communities. Our Vision Samuel Merritt University will become nationally recognized as a premier, multi-specialty health sciences institution. Expert faculty and staff will shape an inclusive learning environment where all students experience best teaching practices and state-of-the-art learning approaches. The University will select and support students who will flourish in the rigorous academic programs, learn to practice expertly, and pass licensure or certifications examinations on their first attempt. Our Philosophy of Teaching and Learning We see faculty and students as partners in the teaching and learning process. Our programs, curricula, and courses are designed to encourage active, experiential learning as well as collegial, scholarly, and effective communications. We believe that clinical and practical applications, including interprofessional education, provide a critical foundation for learning in the health professions. SMU graduates use sound reasoning, evidence-based care, and clinical expertise to respond to the needs of the people they serve. Community and Diversity We're more than a top health professions university. SMU is committed to training students in the importance of social determinants of health and how to care for patients from diverse backgrounds with integrity and compassion. Our Values If you're interested in transforming the care experience in diverse communities, SMU could be the place for you. SMU students learn to advance health equity and make a lasting impact on individuals' health and community well-being. At the core of our educational values are hands-on, experiential learning; the promotion of diversity and inclusion; and community-service outreach, locally and globally. We embrace: A learning environment where we challenge ourselves and our students to think critically, seek mastery, and act compassionately A collegial environment where we are fair, respectful, and behave with integrity A collaborative environment where we partner with one another and with others in the community An innovative environment where we take reasoned risks and move nimbly A results-oriented environment where we provide and expect exceptional performance and service The Employee Polygraph Protection Act prohibits most private employers from using lie detector tests either for pre-employment screening or during the course of employment. Details can be found on our website at: https://www.samuelmerritt.edu/employee-polygraph-protection-act

Responsibilities

The Simulation Educator will ensure best practices in simulation-based learning and support faculty in integrating these strategies into their curricula. They will also facilitate simulation scenarios and engage in community outreach services.