Simulation-based learning (MHV263)

This course will examine concepts, theories, pedagogy supporting the use of simulation in education and practice in health and welfare services, and research in simulation. The candidate will explore the value of simulation in various settings, within and across professions, and recognize the possibilities and limitations, compared to other methods. As candidates progress through the course, they will be able to assess their own learning needs regarding simulation, plan and design, and conduct a simulation-based program. The course is relevant for candidates who want to work with simulation-based learning in education and in health and welfare services.

Course description for study year 2023-2024. Please note that changes may occur.


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The content of the course includes concepts, theories, methodology, research, learning methods and simulation modalities and translation in professional practice:

  • concepts and definitions
  • theories in simulation-based learning
  • pedagogy and educational principles in simulation-based learning; integrating simulation into the curriculum, designing and developing scenarios, facilitating simulation
  • simulation modalities; e.g. task trainers, manikin-based, standardized/simulated patients, computer-based, virtual reality, and hybrid (the use of two or more simulation modalities in the same simulation activity)
  • digital simulation platforms
  • digital tools for simulation; e.g. scoring software, advanced manikins, digital scenario tools
  • design and methodology in simulation research
  • assessment of simulation and evaluation of simulation programs
  • translation from simulation to practice
  • simulation related research in: healthcare education; nursing education, medical education, paramedic education, interprofessional education
  • healthcare practice; primary care, pre-hospital care, in hospital care (maternity care, resuscitation, pediatric care, emergency care), transitions between hospital and municipal services and in low-resource settings
  • patient safety
  • engineering education and practice
  • teacher education and practice

Learning outcome

A candidate who has completed this course should have the following learning outcomes defined in terms of knowledge, skills and general competence:


The candidate...

  • has advanced knowledge about concepts, theories and research in simulation
  • has advanced knowledge about the various ways of applying simulation in higher education and health and welfare services, including digital platforms and interprofessional simulation
  • has advanced knowledge of how simulation enables the transfer of competence from education to health and welfare services
  • has advanced knowledge about the role of simulation to develop, improve and monitor the delivery of health and welfare service, quality in systems and organizations, outcomes and safety
  • has advanced knowledge about the use of simulation and its utility across contexts on a global scale


The candidate can..

  • analyze and apply theories and educational principles in simulation-based learning
  • design and conduct simulation-based sessions, including evaluation
  • facilitate simulation-based sessions

General competence

The candidate can...

  • analyze theory and research related to simulation in health and welfare services
  • evaluate the ethical, educational and practical related aspects of simulation
  • discuss and disseminate knowledge of simulation

Required prerequisite knowledge



The candidate will write an individual assignment to design a simulation. The assignment must have a scope of 3000 words (+ -10%).

Coursework requirements

Select and orally present a scientific paper reporting on a study on simulation from a self-chosen context, focusing on the following:

- a description of the method and simulation used in the research project reported

- a critical review of the results and conclusion of the study.

This task must be approved before the exam at the end of the semester. Unsatisfied terms in relation to presentation means that the student must submit a written assignment according to the specific guidelines for admission to the exam in the course.

Method of work

Teaching will extend over 2-4 days depending on the number of students and delivered on campus and/or digitally. The teaching and learning style is interactive and reflective, using presentations, video recordings and dialogue/discussions. The course also emphasizes self-study.

Note: If only a few students are registered, the course can be organized as a supervised reading course.

Course assessment

There must be an early dialogue between the course supervisor, the student union representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital subject evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.


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