This chapter provides an overview of simulation practices relevant for any immersive simulation experience. It uses a systematic approach offered by a national simulation educator programme in Australia (NHET‐Sim). The NHET‐Sim programme was designed for individuals working with any simulation modality, in any setting and across professions. The systematic approach focuses on the design of simulation events rather than a whole curriculum, but can be scaled to accommodate the system in which the simulation event is to be located; that is, the broader workplace and curriculum activities of the learners. The phases enable practitioners to share a common language for designing and communicating about simulation‐based education (SBE). The chapter illustrates this systematic approach with a simulation designed to support trainee surgeons in managing effective communication with a patient undergoing removal of a mole.
|Title of host publication||Healthcare Simulation Education: Evidence, Theory and Practice|
|Editors||Debra Nestel, Michelle Kelly, Brian Jolly, Marcus Watson|
|Publisher||John Wiley & Sons|
|Number of pages||16|
|ISBN (Print)||978-1119061595, 1119061598|
|Publication status||Published - 7 May 2017|
Nestel, D., & Gough, S. (2017). Designing simulation-based learning activities: A systematic approach. In D. Nestel, M. Kelly, B. Jolly, & M. Watson (Eds.), Healthcare Simulation Education: Evidence, Theory and Practice (pp. 228-243). John Wiley & Sons. https://doi.org/10.1002/9781119061656.ch18