Functions and roles of embedded participants in health simulation – an exploratory qualitative observational study protocol

Introduction Embedded participants (EPs) are essential in most high-quality health simulation programmes, particularly in undergraduate education. The expertise and experience EPs bring to simulation can significantly optimize and enhance realism of learning environments and guide learners as they develop their technical and behavioural skills. This proposed qualitative, observational study will explore, in detail, the functions and roles of EPs from the perspectives of the EP, learners and other members of the simulation team. The primary aim is to understand and describe the different functions and roles of EPs when engaging in simulation scenarios with varying learner groups and learner capabilities. Methods and Analysis Informed and influenced by Role Theory and the Guiding, Intermediating, Facilitating and Teaching conceptual framework, this protocol describes an exploratory qualitative observational study using semi-structured interviews and video-reflexive strategies to understand what EPs’ functions and roles are, and how they fulfil these roles. EPs will participate in a series of structured simulation scenarios involving varying learner groups of varying capability and members of the simulation team. The scenarios will be audio-visually recorded. Data will be collected through interviews and observation of recorded scenarios. Interpretative Phenomenological Analysis will inform the analysis of interview data. Conclusions Various roles are assumed in health simulation contexts. Understanding these roles, and how people function in these roles is vital for ongoing quality improvement, the establishment of new simulation services and the development and deployment of appropriate faculty development.