Better simulation by design: A best-practice in simulation framework for use in ED nurse education

Elicia Kunst1, Professor Amanda Henderson2, Dr Amy Johnston3
1Southern Cross University, Bilinga, Australia, 2Princess Alexander Hospital , Brisbane, Australia, 3The University of Queensland, Brisbane, Australia

Simulation education has been widely incorporated in nursing education, in Australia and internationally. Simulation is valued because it allows the development of skills and knowledge in a safe, supported environment, with minimal risk to consumers or learners. Simulation is also valued professionally because of its reliability in meeting learning outcomes. It can deliver highly reproducible clinical experiences, as well as providing access to uncommonly encountered experiences, like critical events. When structured as a dynamic learner-centred activity, simulation can trigger reflective practice. Such outcomes of simulation are not automatic. Simulations need to be carefully constructed, including scaffolding using appropriate pedagogy, and developing authentic and realistic scenarios.  The use of a quality framework and a consistent approach to high-quality debriefing at the conclusion of the simulation experience can improve learning outcomes and ensure that ED clinical staff are exposed to evidence-based high-quality learning experiences.

However, it can be challenging and time-consuming to develop effective learning experiences in the busy ED clinical environment. Preparation is an important aspect of the development and implementation of high-quality and high-impact simulation, and to ensure consistency in nurse education. To improve this process, a comprehensive best practice framework, based upon international and Australian quality simulation guidelines (1,2,3), has been developed and evaluated by nurse educators.

This presentation will explain and highlight the key components of a framework for quality in simulation design and implementation, which can be used to scaffold the development of new scenarios, or evaluate and improve the quality of existing simulation activities in ED nurse education.

  1. Arthur, C., Levett-Jones, T. & Kable, A. (2013) ‘Quality indicators for the design and implementation of simulation experiences: A Delphi study’, Nurse Education Today 33, 1357–1361.
  2. INACSL Standards Committee (2016). INACSL standards of best practice. Clinical Simulation in Nursing, 12(S), S21-S25.
  3. Kelly, M. A., et al (2016). OSCE best practice guidelines—applicability for nursing simulations. Advances in Simulation, 1(1), 10.

Elicia Kunst is a nursing lecturer and emergency department nurse, who is currently undertaking a PhD investigating the use of simulation in nurse education