Table 2 Titles Teacher Referred To Figure 1 Schematic representation of the construct facilitator with the concept of demographics and variables roles/responsibilities values, and attributes surrounding the central construct. The literature inconsistently discussed the competencies and knowledge that teachers of simulation should have. Billings and Halstead (2012) identified several key factors which may be considered as demographics for the teacher construct in a fourth edition text entitled Teaching in Nursing: A Guide for Faculty. They discussed five impor- tant areas of educator preparation as (a) a foundation in experiential learning, (b) the ability to develop clear objec- tives, (c) experience in facilitating learning, (d) sufficient time allotment for the simulation experience to take place in, and (e) faculty development that focused on a learner centered versus teacher centered teaching. Borneuf and The search for Demographics, a (subconcept) of the teacher construct, did not reveal any consistent information among Table 4 Facilitator Values State of the Science Project: The Teacher Construct Discussion participants toward understanding and achieving objec- tives” (INACSL Board of Directors, p. 14) The individuals who worked on the development of the Standards of Best Practice: Simulation represented some of the most highly respected simulation research and practice experts from across the country.
