Theoretical Perspectives of Simulation-Based Education
Simulation in Health and Social Care
School of Health and Society
In a nutshell
This unique course is aimed at anyone with an interest in simulation in health and social care, working either in practice or education. Examples include doctors, nurses, physiotherapists, paramedics, occupational therapist, social workers, midwives and technicians.
The PgCert Simulation in Health and Social Care will equip you with the contemporary knowledge and skills required to develop and advance simulation practice/ education in your specific area of practice. This course is designed to give you the confidence to develop and advance simulation in your area of practice or education and is tailored specifically to your needs.
By studying the two modules you will gain an understanding of the underpinning theory of simulation-based education and you will spend time in the simulation suites applying this theory to practice.
You can study either full-time or part-time.
- Have the opportunity to get first-hand experience of using the exceptional facilities in our state-of-the-art accredited simulation suite
- Be provided with a unique experience of being taught by a multi-disciplinary team of academics
- Gain a specific qualification which will enhance your credibility as an expert int he field of simulation
This is for you if...
You have a professional interest in health and social care, working either in practice or education.
You want to gain a specific qualification which will enhance your credibility as an expert in the field of similation.
You are innovative and creative and have the ambition to advance your practice.
All about the course
This course runs part-time over nine months and encompasses two Level 7 modules.
By undertaking this postgraduate course you will be able to:
- Demonstrate a systematic understanding of the knowledge and skills related to simulation-based education (SBE)
- Develop knowledge and skills required to design, develop and facilitate SBE
- Master a comprehensive understanding of how SBE can be applied to own individual practice discipline
- Show originality in the application of how simulation is essential to advancing the practice
- Share and explore the diverse perspectives of discipline-specific SBE that is encountered globally, that could inform professional practice in own local practice setting
This module focuses on the models and teaching and learning theories applicable to SBE, debriefing strategies, human factors, different modalities used in SBE and curriculum development.
Practical Application of Simulation-Based Education
In this module, you will learn how to develop, design, facilitate and debrief simulation scenarios specific to your own area of practice, how to evaluate simulation and reflection on own practice, the practical use of human patient simulators and simulated patients. In this module, you will spend around 25 hours of your study time in the state-of-the-art simulation suite.
Please note that it may not be possible to deliver the full list of options every year as this will depend on factors such as how many students choose a particular option. Exact modules may also vary in order to keep content current. When accepting your offer of a place to study on this programme, you should be aware that not all optional modules will be running each year. Your tutor will be able to advise you as to the available options on or before the start of the programme. Whilst the University tries to ensure that you are able to undertake your preferred options, it cannot guarantee this.
What will I be doing?
This course is delivered on a modular basis and you will attend face-to-face study days throughout the duration of the module.
- Simulated practice learning: You will spend a considerable amount of time during the programme engaging in simulated practice within the University setting. This will involve the observation of and participation in simulated practice. These sessions will take place in the simulated hospital environment, clinical skills rooms and if applicable, the simulated home environment.
- Seminars: These will be used to provide an introduction to specific content areas from which you will be directed to independent study and tutorials.
- Independent study: The programme aims to enable you to act as an independent, autonomous learner able to utilise experiential learning in order to develop professional and personal skills and knowledge related to SBE.
- Digital enhanced learning: This approach makes effective use of the University information technology systems to support and facilitate learning on and off-site. The Virtual Learning Environment (VLE) will be used to facilitate collaborative and individual working. Debate and discussion will be enhanced through the optional use of social media across a variety of platforms, for example, Twitter, Facebook and blogging sites.
- Critical thinking and reflection on personal SBE practice: The development of critical reflective skills is an integral part of this programme. The aim of such reflective practice is to improve the practice based on evidence.
The assessment process reflects the learning outcomes of the curriculum. This programme is professionally-orientated, and as such, there is a strong focus on authentic assessment by field-specific practice.
You will be provided with formative assessment and feedback within each module in preparation for summative assessment.
The assessments include:
- Poster presentation – Theoretical perspectives of simulation-based education
- Demonstration of self-developed simulated scenario and Viva – Practical Application of Simulation-based education
The School of Health and Society
The School of Health and Society is a forward-thinking, dynamic school with a commitment to lifelong learning and real-world impact.
We live in a rapidly changing world, and we’re keen to leave a productive legacy of helping people at all stages of their lives, improving their physical, psychological and social wellbeing.
There are a variety of clinical ward areas in which healthcare students learn and practice essential clinical skills such as CPR, wound care, physiological observations and hand-washing.
Our simulation suite is designed to replicate a real hospital environment. This facility includes the following: An adult and children’s ward, treatment room, nurse’s station, bathroom, day room, two side rooms, a midwifery home area and labour room. All of the bed spaces are equipped with oxygen delivery ports, suction points, nurse call button, emergency buzzer and bed lights, all of which mimic a real hospital environment.
There is a vast range of human patient simulators (HPS) including two fully portable wireless adults, a newborn, an infant, a child and a birthing mum.
The HPS can simulate breathing, blinking, bleeding and sweating and also have chest, heart and bowel sounds. Many different clinical procedures and scenarios can be practised using the simulators and experienced staff strive to ensure that health and social care students learn in a safe and supportive environment. Examples of simulated scenarios include cardiac arrest, psychosis, fitting, pulmonary embolism, post-partum haemorrhage, asthma and a fractured femur.
There are also soundproof control rooms where specialist technicians operate the reactions and voice of the HPS and coordinate the audio-visual requirements for the scenarios. In order to enhance the students learning there is a dedicated room for debriefing and streaming the scenarios into, which enable peer observation, learning and feedback.
Discover more about our Healthcare Simulation Suites here.
Amanda Miller, Course Leader
Dr Amanda Miller is the Head of Simulation in the School of Health and Society.
Amanda is research active and areas of interest include service user involvement in simulation, enhancing outcomes for children and young people through simulation and the emergency care of children. Amanda is a registered children’s nurse and a member of North West Simulation Education Network (NWSEN) and the Association of Simulated Practice in Healthcare (ASPiH).
What about after uni?
By undertaking this programme you will gain a specialist qualification which will enhance your knowledge and skills in simulation-based education.
This course will equip you with the necessary skills to undertake to develop and lead on simulation within your area of practice.
You may wish to extend your study to complete our MSc Nursing (Simulation pathway).
What you need to know
This course is aimed at innovative and creative health and social care practice and education workers who have the ambition to advance practice. This course is applicable for (but not limited to) nurses, midwives, doctors, physiotherapists, radiographers, occupational therapists, social workers and technicians who want to develop their knowledge and skills in simulation-based education.
Unfortunately, we cannot accept international applications for this programme.
This programme is subject to approval early 2020.
A bachelor’s degree with honours from a UK university (normally a 2:1) or equivalent academic or professional qualification.
Accreditation of Prior Learning (APL)
We welcome applications from students who may not have formal/traditional entry criteria but who have relevant experience or the ability to pursue the course successfully.
The Accreditation of Prior Learning (APL) process could help you to make your work and life experience count. The APL process can be used for entry onto courses or to give you exemptions from parts of your course.
Two forms of APL may be used for entry: the Accreditation of Prior Certificated Learning (APCL) or the Accreditation of Prior Experiential Learning (APEL).
|Type of study||Year||Fees|
|Full-time home/EU||2020/21||£2,640per year|
|Full-time international||2020/21||£4,890per year|
|Part-time||2020/21||£1320 per 30 credit module|
|Distance learning||2020/21||£1320 per 30 credit module|
You should also consider further costs which may include books, stationery, printing, binding and general subsistence on trips and visits.
All set? Let's Apply
Start dates: September, January, June
Duration: One year