Foundational Module 1 – Theory, Design, and Psychological Safety

Description

The first module of the program focuses on competencies 1, 2, 3, 4 and 5, which primarily address the initial phases of a simulation-based experience. Participants will learn foundational components of simulation-based education to assess, develop, implement, and evaluate simulation as a teaching and learning tool that facilitates practice learning in nursing education. They will also learn to create and integrate simulation theory/knowledge into courses and programs to facilitate the acquisition of entry-to-practice nursing competencies among nursing students. A focus on standards of best practice, ethics, psychological safety, and basic facilitation concepts will be introduced such as cueing principles and interprofessional education. Recognizing the importance of facilitator competence, professional development and the role of research and assessment, this module will introduce participants to a variety of theories and frameworks to enhance their simulationist and nurse educator role.

Audience: Nurse educators using simulation in nursing education programs

Delivery: Online (Zoom & Moodle)

Requirements:

  • Participants must be a nurse registered in their jurisdiction
  • A graduate degree in nursing is recommended but not required; expectations are similar to those of a graduate-level course.

Timeframe: 8 weeks

Please note that participation in all live webinars is a course requirement.

Dates

Section A (Tuesdays, 4-6 pm Eastern time)

  • Starts April 7, 2026
  • Exam: May 26, 2026
  • Instructors: Nicole Harder, Suzanne Campbell

Section B (Thursdays, 7-9 pm Eastern time)

  • Starts April 9, 2026
  • Exam: May 28, 2026
  • Instructors: Jane Tyerman, Marian Luctkar-Flude

Module Competencies:

By the end of this course, participants will be able to:

  1. Describes foundational theories and frameworks that are commonly embedded in simulation pedagogy;
  2. Appraises components of a safe learning environment for participants engaged in a simulation-based experience
  3. Articulates how one’s personal educational philosophy aligns with theories and philosophies for using simulation
  4. Critically reflects on one’s skills, knowledge, attitude, and performance as a simulationist;
  5. Incorporates foundational evidence for a simulation-based experience using a needs assessment;
  6. Aligns simulation-based experiences with learning outcomes, related courses/modules, clinical practice, and/or curriculum;
  7. Embeds learning theory and frameworks in simulation design;
  8. Utilizes comprehensive and appropriate templates for simulation-based experiences;
  9. Applies evidence-informed best practices and operational logistics in simulation design
  10. Promotes a physically and psychologically safe environment for engaging in simulation education;
  11. Chooses the methods of learner assessment and evaluation prior to the simulation-based experience;
  12. Models ethical approaches and professional integrity in simulation education by upholding the Healthcare Simulationist Code of Ethics;
  13. Incorporates preparatory activities and prebriefing effectively to prepare learners for the simulation-based experience
  14. Establishes guidelines for the simulation experience to promote a physically and psychologically safe learning environment
  15. Demonstrates a respect for the learning and educational cultures of other health professions
  16. Articulates the appropriate use of formative, summative, and high-stakes evaluations in simulation-based experiences with interprofessional teams
  17. Appraises research and evidence related to simulation-based education
  18. Participates in simulation activities and initiatives to advance the science of simulation
  19. Participates in professional development opportunities to enhance one’s own knowledge, practice, and expertise
  20. Models the practice guidelines and principles of the Healthcare Simulationist Code of Ethics.

Audience: Nurse educators using simulation in nursing education programs

Delivery: Online (Zoom & Moodle)

Timeframe: 8 weeks

Please note that participation in all live webinars is a course requirement.

Required Course Textbook

Campbell, S., Luctkar-Flude, M., Harder, N., & Tyerman, J. (Eds.). (2023). Simulation in Canadian Nursing Education. Canadian Association of Schools of Nursing.

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