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Introduction

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Location

Headington (Marston Road site)

Course Length

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Why choose this course?

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Overview

This module aims to provide learners with the opportunity to understand and critically examine the fundamental concepts of healthcare simulation using evidence from the literature, and standards for simulation from INACSL and ASPiH organisations. Learners will be supported to plan, develop and facilitate high quality simulation based education (SBE) activities applying relevant educational theories.

Units of study:

 Educational Theory and Simulation Pedagogy
 Designing a Simulation
 Pre-briefing activities
 Facilitating a Simulation
 Debriefing in Simulation

Modules

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Entry Criteria

ENTRY REQUIRED DOCUMENTS
Home Office Share Code
For EU students only.

IF no Qualification
Please provide CV with at least 2 years of work experience, and employee reference letter.
Entry requirements

We encourage applicants from a diverse range of roles, with experience in healthcare simulation, or from a healthcare simulation setting to encompass an interprofessional learning ethos.

 Health or social care profession
Or
 Working in healthcare simulation or healthcare setting

Assessment

ASSESSMENT METHODS

1. INTERNAL ENGLISH TEST if you don't have an English accredited certificate
2. Academic Interview
Learning and assessment

The module will be delivered using a mixture of seminars, simulation, workshops, online learning activities and discussions via the Moodle platform. All activities will be facilitated by the module team and specialist guest lecturers, whilst also providing the opportunity for interprofessional learning both with, and from peers.

Learning and teaching

Each learning unit will focus on an aspect of simulation-based education, from the theory to the design, to facilitation. Learners will be provided with the opportunity to read, review and critique the processes involved in designing, organising, facilitating and evaluating simulation activities. The learners' development will be evidenced through the use of a digital portfolio, demonstrating their journey in achieving the module learning outcomes. Delivery will utilise a variety of teaching and learning activities e.g.

 Seminars
 Group discussion and debate
 Online learning
 Workshops

Learners will use self reflection within a lively, challenging and supportive learning environment enabling them to share knowledge and relevant practice experiences.


Assessment

Assessment methods used on this course:

 A digital portfolio demonstrating the learning journey
 A critical reflection

The assessment for this module is central to the curriculum and the learning and teaching strategies. It is designed to demonstrate evidence of learning, consistent with the identified learning outcomes. Learners will be formatively assessed within the module allowing them to experience the assessment process prior to summative assessment. This offers an opportunity for learners to receive supportive, timely and constructive feedback on their performance. Dialogue is encouraged to involve the learner throughout this process.

Career Opportunities

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