Job Description

The Interprofessional (IPE) Simulation Educator (SE) is under the direct supervision of the Executive Director of the Health Sciences Simulation Center. The IPE-Simulation Educator supports interprofessional simulation-based learning (SBL) and all other immersive learning modalities on the Oakland campus.

Duties and Responsibilities:

The IPE Simulation Educator’s primary responsibilities are to

• Ensure best practices are being followed in the design and implementation of interprofessional learning and IPE SBL.
• Serve as an accessible, expert resource and support person for SMU faculty as they integrate IPE SBL strategies into their curricula.
• Collaborate across all health science and nursing programs to identify similar curricular concepts to develop in-person, virtual, and hybrid interprofessional learning opportunities (simulation, immersive technologies, or other opportunities).
• Provide focused support to faculty from specific academic programs or entities external to SMU, as assigned.
• Lead the collaborative design of interprofessional learning simulations and other curricular activities.
• Facilitate the implementation of interprofessional simulation scenarios for learners, including prebriefing and debriefing.
• Provide cross-coverage support for SBL activities across SMU campuses, as needed to ensure the learning continues to be supported, especially in nursing.

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.

Education Responsibilities[1]

Implement established IPE SBL Sessions[2]

• Observe SMU faculty who are leading an IPE SBL activity to ensure current, evidence-based standards are met.
• Act as a mentor/coach to SMU faculty during an IPE SBL activity to provide feedback and suggestions for improvement.
• Lead and assist with TeamSTEPPS SMU training sessions.
• Mentor faculty in the simulation-enhanced interprofessional healthcare simulation standards of best practices to promote reflective learning.
• Collaborate with the Simulation Technology Specialist (STS) in the implementation of simulation to ensure the STS is aware of the necessary tech support, the IPE SBL plan for the session, and the required setup for the session.
• Utilize the Educational Management Solutions (EMS) AV and database management systems effectively.

Design-Develop-Implement-Evaluate new interprofessional learning events

• Act as an expert resource to faculty for interprofessional learning design, Interprofessional Education Collaborative (IPEC) competencies, and delivery.
• Collaborate with SMU faculty to develop and implement IPE SBL activities into their curricula using healthcare simulation standards of best practices.
• Use evidence-based methods/ SBL theories to design, implement, and evaluate simulation curricula, including debriefing and assessment.
• Identify and map the IPEC competencies in each interprofessional learning activity.
• 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 simulation to ensure the STS is aware of the necessary tech support, the IPE SBL plan for the session, and the required setup for the session.
• Be accountable for maintaining the library of interprofessional scenarios and other learning activities used in programs under your designated oversight.
• Serve on the SMU IPE Steering Committee to work with faculty representatives across all SMU programs/disciplines to design, develop, implement, and evaluate university-wide IPE learning/practice opportunities for students.

Develop IPE Simulation-Based Learning (SBL) Curricula

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

• Collaborate with SMU faculty to develop and implement IPE SBL activities into their curricula.
• Integrate healthcare simulation standards of best practices as identified by the Society for Simulation in Healthcare in their curriculum for the Certification in Healthcare Simulation Education.
• Facilitate university-wide interprofessional education (IPE) activities/initiatives with SMU faculty across programs.

Assess & Evaluate Simulation-Based Learning

• Use evidence-based methods and theoretical frameworks relevant to IPE SBL to design, implement, and evaluate simulation curricula.
• Mentor and coach SMU faculty who are leading an IPE SBL activity to ensure current, evidence-based standards are met and provide feedback/suggestions for improvement.
• Collaborate with SMU faculty to develop and/or utilize existing assessment tools to evaluate learner competency in IPEC competencies.
• Actively engage in continuous quality improvement of HSSC services by:
  • Meeting with faculty on a periodical basis to review all curricular documents of IPE SBL activities currently implemented.
  • Performing routine critical reviews with faculty of all IPE SBL session learning objectives, confirming that they are relevant and in alignment with the course, program, and Institutional learning outcomes.
  • Facilitating active, creative brainstorming with faculty groups around other SBL activities/scenarios to consider integrating into curricula.

Lead and collaborate on faculty development opportunities

• Act as an expert resource to faculty in interprofessional learning, including simulation-based learning (SBL) design, IPE competencies, and IPE best practices in educational delivery.
• Collaborate with HSSC faculty to develop and implement interprofessional learning professional development activities for continuing education.
• Act as a mentor/coach to SMU faculty to provide formative feedback and suggestions for improvement in the prebriefing, facilitation, and debriefing of interprofessional learning activities.
• Collaborate with other HSSC and SMU faculty to design, develop, implement, evaluate, and study faculty development activities in the area of IPE SBL and other immersive learning approaches.
• Collaborate in the development and facilitation of interprofessional education (IPE) activities with SMU faculty.

Research & Development Responsibilities A dvocate 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” [3]
• 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, to make productive contributions to HSSC team decisions regarding services and products.

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 to ensure ethical and legal considerations are met.
• Represent the HSSC through dissemination of research findings at professional conferences and/or publication.
• Negotiate faculty workload hours for individual scholarly endeavors with HSSC Executive Director.

Minimum Qualifications

• Master’s degree in health profession (health science or nursing), education, or simulation specialties.
• Prefer a minimum of 2-3 years’ experience in simulation-based teaching & learning.
• Be a healthcare simulation expert to support a variety of health professional programs.
• TeamSTEPPS Master Trainer certificate preferred.
• Experience leading simulation for pre-licensure nursing programs preferred.
• Ability to collaborate as a team member.
• Excellent verbal and written 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.
• Knowledge of computer hardware equipment and software applications relevant to simulator functions preferred.

Work Environment:

Office Location: Oakland Campus – Onsite

• This is an onsite position based in Oakland, CA, requiring regular in-office presence to support daily operations, collaboration, and student or team engagement.
• Work is performed primarily on campus in a dynamic academic environment, with direct interaction across multidisciplinary teams.

[1] Some of the bulleted items delineated under the numbered sections of education responsibilities will be repeated under several sections. This is purposeful, to emphasize the interrelatedness of key simulation educator activities.

[2] The HSSC’s definition of a session is a discrete period of learning activity comprised of one or more types of instructional modalities (hopefully all of them experiential in nature), with at least one modality characterized as SBL.

[3] Berger, W. (2012, September 17). The secret phrase top innovators use, Harvard Business Review; retrieved from https://hbr.org/2012/09/the-secret-phrase-top-innovato/

Employee Status:

Regular

Exemption Status:

United States of America (Exempt)

Time Type:

Full time

Job Shift:

Pay Range:

Based on experience up to $130,000 annual, exemptSamuel 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.