Module 1: Theory and Design


The first module of the program focuses on competencies 1 and 2, which primarily address the initial phases of a simulation-based experience. Participants will learn 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.

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.


Starts February 13 2024

Tuesdays, 7-9 pm EST

  • 4 live sessions
  • 2 asynchronous weeks
  • 1 module exam (final week)

Competency Indicators

1. Draws on foundational theories and simulation pedagogy when teaching simulation

  • describes foundational theories and frameworks that are commonly embedded in simulation pedagogy
  • articulates how a personal philosophy aligns with theories and philosophies for using simulation to facilitate teaching and learning
  • reflects on one’s skills, knowledge, and performance as a simulation instructor
  • identifies the relationship between simulation types of learning outcomes and learning activities
  • selects appropriate simulation typologies and fidelities based on the desired learning outcomes, the nature of the learning sought, and the types of issues to be addressed
  • identifies components of a safe learning environment for learners engaged in simulation-based practice experiences

2. Designs effective simulation scenarios

  • embeds learning theory and frameworks in simulation design
  • conducts a needs assessment for simulation-based learning outcomes
  • aligns simulation-based activities with learning outcomes, related courses, and the curriculum as a whole
  • utilizes comprehensive and appropriate templates for simulation scenarios
  • identifies appropriate physical and human resources in creating simulations for the range of simulation typologies
  • describes optimal environments for conducting simulation
  • applies simulation principles and operational logistics in the use of simulation scenarios
  • adapts the simulation scenario to the needs, skill levels, and diversity of learners prior to a simulation scenario
  • determines the length and frequency of simulation-based experiences in relation to the complexity, prevalence of the problem, and nature of the learning outcome
  • determines the methods of learner evaluation prior to the simulation-based experience

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.