Abstract:
Introduction:
Clinical Simulation based teaching is found to be a good alternative to fill skill -teaching
gaps and to safeguard human patients. The effectiveness of simulation depends on the
knowledge of educators. Clinical simulation can provide healthcare educators the
opportunity to provide a student-centered experiential environment. Despite this
information about knowledge of educators and barriers to implement is limited in Ethiopia.
The study aim to assess knowledge associated factors and perceived barriers of the
implementation of clinical simulation teaching among health Care educators at University
of Gondar, Ethiopia, 2020.
Methodology: The study was conducted from March 15 to May 15 2020, at university of
Gondar, Ethiopia. Cross-sectional study design and Stratified sampling technique was
used to select 422 participants. The quantitative data was collected using a selfadministered
semi-structured
questionnaire,
which
was
adapted
from
different
literatures.
Epi-info
version
7.2.1
was
used
data
entry
and
the
data
was
exported
to
SPSS version
25 for analysis. Bivariable and multivariable regression analysis was conducted. Odds
ratio with 95% confidence interval and p - value less than 0.05 was considered to identify
variables significantly associated with knowledge of simulation. For the qualitative data
semi-structured interview guide with probing was used. Data were analyzed thematically
using open code software version 3.4.
Results: the response rate was 94.7percentage from 400 participants. Among health
care educators, 54.3% were found knowledgeable about simulation. A statistically
significant association was found between, marital status(AOR=2.57:C.I 1.5074.402),educational
qualification
master’s
degree(AOR=2.84:C.I
1.42-5.50),
age
group
3034(AOR=2.48:C.I
1.35-4.535),
>=34
(AOR=3.32:C.I
1.701-4.6.51),and
in-service
training
(AOR=4.037:C.I
2.237-7.285), and educational training(AOR=2.513:C.I 1.234-5.116),
with knowledge toward clinical simulation. The key-informant interview revealed that the
perceived barriers in the implementation of clinical simulation themes were lack of
materials to carry out the sessions, lengthy purchasing process, lack of training, lack of
motivation, funding and space.
Conclusion and Recommendation: Most of the respondent were found to be
knowledgeable about clinical simulation. UOG needs to provide training to the staffs to
advance their knowledge and needs to make clinical skill rooms well equipped with a
skilled manpower and required materials.
Key words: clinical simulation, knowledge, barrier, health care educators.
