The undergraduate simulation framework: standardising design and delivery

Abstract

Purpose

Higher education organisations have the need and capacity to meet the expectations of industry partners to develop practice-ready graduates. Altered social and fiscal constraints have implications for the health workforce and, as such, decisions about how best to prepare undergraduate students should be considered. The purpose of this (conceptual) paper is to present the undergraduate simulation framework that has been designed to promote a standardised delivery of simulation, enabling graduates to have a higher capacity to meet workforce needs.

Design/methodology/approach

Education and simulation literature were explored to inform the development of the undergraduate simulation framework. A working knowledge of accreditation standards of health professions was key in designing a framework that could be applied across disciplines.

Findings

The framework encompasses tenets of a learner-centred pedagogy as well as professional and simulation standards. Experiential learning, behaviourism and social constructivism are viewed as foundational pillars when developing and delivering a simulation and have been considered in developing the framework. Other constructs of the undergraduate simulation framework are prebriefing, debriefing, repetition in the form of simulation cycles and the roles of student and educator.

Practical implications

It is recommended that this framework be incorporated into undergraduate health programmes to enhance student learning and potentiate the transference of knowledge and skills to the clinical setting.

Originality/value

The undergraduate simulation framework was developed to contribute to education and simulation research literature specific to health programmes to enhance student learning in readiness for the clinical environment.

Citation

Irwin, P.M., Brown, R.A. and Butler, S. (2021), "The undergraduate simulation framework: standardising design and delivery", Higher Education, Skills and Work-Based Learning, Vol. 11 No. 2, pp. 576-586. https://doi.org/10.1108/HESWBL-04-2020-0070