# Developing and Validating a Competency Framework for Non-clinical Simulation Operations Specialists

## TL;DR

This study created a competency framework to train non-clinical simulation operations specialists, addressing gaps in structured training and workforce readiness.

## Contribution

The first validated competency framework for entry-level, non-clinical simulation operations specialists is developed and validated.

## Key findings

- The framework includes 36 competencies across four pillars: Simulation Technology, Educational Principles, Safety, and General Competencies.
- The framework was validated through a mixed-methods approach involving interviews, surveys, and focus groups.
- The framework provides a foundation for training pathways and certification for non-clinical simulation specialists.

## Abstract

Background: Simulation-based education (SBE) is essential for developing and maintaining clinical skills, yet its effectiveness is partially contingent on simulation operations specialists (SOS) who provide technical, pedagogical, and safety support. Traditionally, SOS roles have been filled by clinicians, but healthcare workforce shortages have prompted simulation centres to rely on informal, on-the-job pathways to train non-clinicians as SOS. This approach has raised concerns regarding workforce readiness and highlights the absence of structured training pathways. To address this gap, we developed and validated a competency framework explicitly tailored to entry-level, non-clinical SOS to inform the development of structured training pathways.

Methods: A mixed-methods design guided by participatory action research (PAR) was used to guide this work. This study followed Batt et al.’s six-step model to develop and validate the competency framework. Methods included a narrative review, artificial intelligence (AI)-supported competency generation, semi-structured interviews, a card-sorting exercise, survey-based validation, and focus groups.

Results: This study produced a validated competency framework for non-clinical SOS training consisting of 36 competencies across three technical pillars: (i) Simulation Technology (SIMTECH); (ii) Educational Principles (EDUPRI); and (iii) Safety (SAFE), plus a General Competencies (GEN) pillar aligned with transferable knowledge, skills, and attitudes (KSAs).

Conclusion: This study provides the first validated competency framework tailored for entry-level, non-clinical SOS, grounded in both theory and real-world perspectives. The final framework offers a foundation for curriculum developers, employers, and certification bodies, and informs the development of accessible training pathways for non-clinicians entering the simulation operations field.