Data Management Plan for the project "A study exploring how facilitators support student nurses during simulation scenarios."

<p dir="ltr">A significant body of work surrounding simulation design, pre-brief, debriefing, and evaluation within healthcare simulation has informed several frameworks and national guidance (Persico et al., 2021, HEE, 2018). The 2021 INACSL (global simulation society) Standards of Best Practice Facilitation direct the facilitator to deliver cues to redirect learners during the scenario to achieve the learning outcomes (Persico et al.,2021).</p><p><br></p><p dir="ltr">Cue is the term used to describe additional information the facilitator provides to the learners about the patient to enable them to achieve the learning outcomes (Persico et al., 2021, Lioce et al. l., 2020). Cueing examples include providing additional blood results or changing a vital sign (Persico et al., 2021).</p><p><br></p><p dir="ltr">There is a gap between facilitators supporting learners in simulation in the scenario. The facilitator chooses cues based on their perception of the learners' needs within the scenario (Persico et al., 2021). There is no guidance on the types of cues used or when and how to use them. Interestingly no other strategies are suggested to support learners within the scenario.</p><p><br></p><p dir="ltr">Identifying how facilitators support learners to achieve the learning outcomes using cues or other support mechanisms in the scenario was the focus of the pilot project, and this is new work within the field. Evidence supporting cueing arises from a 2013 systematic review focusing on fidelity and cueing (Paige and Morin, 2013) and a 2010 discussion paper. The 2010 paper uses the term simulation lifesavers by facilitators to rescue the scenario for the learners if they are not achieving the learning outcomes(Escher et al., 2017; Dieckmann et al., 2010). The pilot study revealed that the four facilitators supported based on their identities as healthcare professionals were ad hoc. One learner said they changed their behaviour depending on who the facilitator was. </p><p><br></p><p dir="ltr">The pilot study did not answer the research questions. However, it did suggest that seeing how support is given at the moment may provide the answers to the research questions with the use of video elicitation. During this research project no facilitators or students volunteered so the project has been changed to use observation sheets to aid the discussion and to undertake a potential facilitator intervention to see if the facilitation strategy using cues change. Undertaking semi-structured interviews with facilitators and learners using observation will aid the recall of actions, feelings and thoughts and will suggest how, why and when support is given (facilitators) and the perspective from the learners (Haynes-Brown & Shannon-Baker, 2021; Keesman, 2022; Nestel et al., 2019)</p><p><br></p><p dir="ltr">Research Questions (RQ) </p><p><br></p><p dir="ltr">RQ 1 –How do facilitators support student nurses' learning in simulation scenarios? </p><p dir="ltr">RQ2 –What support do student nurses require from facilitators in simulation scenarios to aid their learning</p>