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.
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
engineering education and practice
teacher education and practice
A candidate who has completed this course should have the following learning outcomes defined in terms of knowledge, skills and general competence:
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
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
Form of assessment
The candidate will write an individual assignment to design a simulation. The assignment must have a scope of 3000 words (+ -10%).
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.
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.
The course is open to all master's students at The University of Stavanger. Candidates with a bachelor's degree may apply for admission to the course if there is availability.
The subject will be evaluated in accordance with the rules and regulations in the Faculty of Health Sciences.