The document discusses the role of simulation in preparing healthcare students for a digitally enabled future, emphasizing the use of evolving technologies like virtual reality for personalized learning. It highlights the collaboration with practice partners and adaptation of curricula in response to the COVID-19 pandemic. Key takeaways include the importance of authentic assessment and effective learning design for various educational formats.

2. Simulation for
healthcare
students
Dr Ursula Rolfe and Professor
Debbie Holley
@PhD_para
@debbieholley1

3. Context: Preparing the healthcare
workforce to deliver the digital future
“Evolving technologies, such as virtual reality and other
immersive technologies, will allow learning to be self-guided
and personalised,deliverable on a larger scale and hence
more efficient in terms of time and cost. The learner
experience can be further enhanced if simulation faculty are
involved in clinical supervision, as this gives a more extensive
and holistic approach to training and learning.”
(Topal 2019:26)

4. Background

5. Early steps
with
simulation

6. We go underground as covid strikes...to our
car park

7. Preparing learning through
online Laerdal resources

8. We then scale Faculty wide post-covid

9. Opportunities to build bridges
with our practice partners • Practice partners from
air ambulance,
paramedic, nursing
• Links with the Msc in
Stage make-up with Arts
University Bournemouth
• We then filmed bespoke
scenarios for early years
nursing, mental health
nursing, social work,
occupational health

10. Final thoughts -what have we
learned from Covid-19?
• We pride ourselves on the quality of healthcare graduates
entering the NHS workforce – but standing still post Covid
will not meet with the NHS aspirations for a digitally
enabled workforce
• Authentic assessmentis key, and we are re-visiting our
curricula to explore this
• Excellent learning design works for students for
online, face-to-face and blending learning
• Simulation is building effective bridges for us between our
student and their placements in health

11. Key References:
• Bancroft,A.,Holley,D.,Moran.,J.,Singleton,HandRolfe.,U(2022)
'Martian Attack,thestory so far' presentedtothe Universityof Kent
PedagogyandPractice whenTeachingandLearningOnline webinar
series(16.02.2022)
• NHS/HEE (2020) A national visionforthe role of simulationand
immersivetechnologiesinhealthandcare
https://www.hee.nhs.uk/sites/default/files/documents/National%20Strat
egic%20Vision%20of%20Sim%20in%20Health%20and%20Care.pdf
• Topal review:NHS (Feb2019) Preparingthe healthcare workforce to
deliverthe digital future https://topol.hee.nhs.uk/wp-
content/uploads/HEE-Topol-Review-2019.pdf

12. Acknowledgements
• Health Education England; Adam Bancroft,
Bournemouth University; John Moran,
Bournemouth University, Heidi Singleton,
Bournemouth University; Sue Baron,
Bournemouth University.
• Health Education England Simulation
Grant.

13. Thank you for listening