Knowledge associated factors and perceived barriers of the implementation of clinical simulation teaching among health care educators at university of Gondar, Ethiopia 2020.

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.