BSN Simulation Based Education (SBE) Project Coordinator

JOB SUMMARY

Responsible for the overall planning, management and coordination of the evaluation of the undergraduate Simulation Based Education (SBE) program. The primary focus of this position is as Project Manager to support activities focused on the collection, analyses and reporting of data to support program evaluation of a project funded through a UBC Teaching and Learning Enhancement Fund.

The purpose of this project is to expand and evaluate a comprehensive simulation education program in the nursing undergraduate (Bachelor of Science in Nursing [BSN]) program that includes faculty development and full integration of simulation into the clinical skills and experiential learning/practice learning experiences across the 18-month BSN curriculum. The SBE will be:

An integral component of students’ practice learning hours, replacing some of the credit value currently assigned to experiential learning in practice settings;

An evidence-informed simulation learning program that meets Healthcare Simulation Standards of Best Practice (2021) and can be scaled up for greater student learning capacity and improved pedagogy based on evaluation findings;

And a source of research and scholarship opportunities to evaluate and to disseminate the impact of SBE on BSN education.

ORGANIZATIONAL STATUS

Reports to the SBE Project lead and Works closely with the Simulation Coordinator. The work is conducted at the UBC School of Nursing with some elements being completed virtually (upon negotiation with the SBE Project lead).

WORK PERFORMED

-Manages a systematic plan for program evaluation; oversees data collection and analysis to support project goals/outcomes; Uses validated tools and learning analytics to monitor and evaluate student and faculty experience, learning and success during the implementation phase; reviews and reports on the project budget, coordinates knowledge translation activities, publication submissions and writes reports.

-Searches simulation evaluation literature for best practices, tools, metrics and methods

-Develops a program evaluation protocol that evaluates SBE impact on: a) organizational resources and budgeting; b) faculty development and simulation education delivery; c) student learning and performance in practice learning experiences; d) integration of SBE within the BSN curriculum; and e) practice learning partners (educators, managers, direct care staff).

-Establishes and coordinates a data collection plan, ensuring that data collection operations are staying on target according to the SBE project timeline and budget

-Serves as the primary contact for SBE project administration

-Orchestrates data analyses

-Develops interim and summative reports of evaluation data

-Acts as team leader for an SBE project team with graduate student assistants

-Seeks out knowledge translation opportunities such as conference presentations

-Leads in preparation of knowledge translation activities including: a) development and submission of conference abstracts, b) manuscript preparation and submission

-Manages all SBE project communications, including communications with practice site partners, such as educators and managers; communications with the internal funder, UBC TLEF contact; and communications with an SBE project advisory group or steering committee

-Reviews coordinates and advises on project finances and budget, providing regular budget reports

-Coordinates and facilitates regular SBE project team meetings, including agenda and minutes maintenance. These meeting should provide regular updates on SBE project progress.

-Performs other duties required of the position

CONSEQUENCES OF ERROR/JUDGMENT
A high level of confidentiality and sensitivity is required in the management of assessment data of student’s and faculty’s use of simulation, concerns, budgets and professional development. Tact and sensitivity are required in communicating with faculty, staff and faculty developers. Error in the performance of this position will have a negative impact on the administration of the simulation programs, students’ learning experience, as well as the reputation of the School of Nursing. Inappropriate or incorrect decisions, poor judgment, and/or problem solving may also result in needless hardship and administrative burdens for the Office.

SUPERVISION RECEIVED
The incumbent reports to the SBE Project Lead and is expected to function independently and with autonomy within scope of work performed but work closely with and report to the SBE Project Lead. Work will be regularly reviewed (TBD) between the Project Lead and the Project Steering Committee. The Steering Committee in consultation with the SBE Project Lead will work together to assess the scope of evaluation work performed and the achievement of defined goals and key performance indicators (as determined by the evaluation framework).

SUPERVISION GIVEN
The incumbent will be responsible for supervising the data collection and management activities conducted by the graduate assistant(s) and oversee the conceptual and analytic work of the program evaluation with the SBE project team.
 

PREFERRED EDUCATION, WORK EXPERIENCE AND SKILLS

Undergraduate degree in a relevant discipline. Graduate-level degree in a relevant discipline preferred. Minimum of four years’ experience or the equivalent combination of education and experience. Project evaluation experience. Qualitative and quantitative research methods experience (e.g., survey development, interview/focus groups). Qualitative and quantitative analytics experience (e.g., NVivo software, SPSS). Proficiency conducting electronic literature searches. Effective computer skills. Proficiency in MS Word, PowerPoint, Excel and use of online resources. Teaching experience in adult higher/professional education. Experience in developing educational and informational resources and materials for adult learners. Experience with educational technologies and web-based educational techniques (such as simulation, Connect, Lightboard). A strong personal commitment to healthcare education. Effective oral and written communication, interpersonal, organizational, analytical, problem-solving, facilitation and conflict resolution skills. Accuracy and attention to detail. Ability to meet deadlines. Proven ability to develop and implement strategies to meet the needs of clients. Proven ability to work in a team and collaborate with others. Proven ability to function effectively in a self-directed fashion within a changing environment. Demonstrated effective organizational ability. Demonstrated ability to establish and maintain supportive working relationships. Knowledge of current health educational practices. Knowledge of curriculum development and evaluation techniques. Familiarity with UBC library resources. Preferred: An understanding of the university environment and culture.