Abstract
Faculty members in low- and middle-income countries (LMICs) are seeking to develop simulation centers with fewer resources. The aim of this study was to describe an effective approach to build capacity and facilitate the incorporation of simulation into the curriculum of a nursing program in a middle-income country.
A team of expert faculty members from the United States visited Jamaica to provide a train-the-trainer simulation workshop.
Innovative and engaging strategies were used to foster faculty member development including codevelopment of simulations, implementation of simulation, codebriefing experiences, and curriculum development.
Boards of nursing in LMICs are hesitant to accept simulation as the majority of evidence supporting simulation has been conducted in high-income countries. To influence policy, faculty members are urged to conduct more simulation research in LMICs to establish an evidence base. Collaborations of nurse faculty members involving high-, middle-, and low-income countries are recommended to further the science of simulation worldwide.
•Faculty in middle- and low-income countries are increasingly seeking to develop their own simulation centers with fewer resources.•As simulation centers begin to proliferate across low- and middle-income countries, therein lies opportunities for international collaborations to improve nursing education.•As a solid body of evidence is lacking, it is critical that simulation research be conducted in low- and middle-income countries to influence policy, improve nursing education, and improve patient outcomes globally.•Collaborations of nurse faculty members from high-income and middle- to low-income countries are recommended to further the science of simulation and facilitate adoption of simulation worldwide.
