Module code: HCR3034

Module Overview

This interprofessional module is designed to empower students in developing a practical and comprehensive knowledge of simulation-based education. Thus, it will support students to develop meaningful and cohesive simulation-based education through the exploration of simulation-based education theory and practice. Focusing on the importance of debriefing and reflection to enhance the student¿s knowledge acquisition. This module is crafted to go beyond theory and significantly incorporates a hands-on practice-based learning experience. In doing so, students can expect engaging activities and real-world examples to enrich their learning journey making for an interactive student focus module.

Module provider

School of Health Sciences

Module Leader

DOPSON Amy (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

Module cap (Maximum number of students): N/A

Overall student workload

Workshop Hours: 6

Independent Learning Hours: 100

Lecture Hours: 6

Seminar Hours: 6

Tutorial Hours: 2

Practical/Performance Hours: 14

Guided Learning: 10

Captured Content: 6

Module Availability

Semester 2

Prerequisites / Co-requisites


Module content

  • Simulation-based education theory, Learning outcomes, play vs education.

  • Pre-brief, debrief and reflection models and practice.

  • Scenario development

  • Exploring human factors within simulation scenarios 

  • Safety and risk assessment in delivery

  • Use of mannequins in simulation practice

  • Use of actors in simulation 

  • The importance of the student experience and building on experience

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework Simulation Plan Pass/Fail
Coursework Critical Reflection 100

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to provide learners with the opportunity to demonstrate their knowledge, skills and understanding of simulation-based education.

Formative assessment Submission of a formative one-page assessment plan.

Summative assessment Learners will be required to submit: 1) A written scenario utilising the provided framework (500 words) 2) Drawing upon your scenario, provide a critical evaluation of your learning intention in the submitted scenario, focusing on the underpinning theory that supports the achievement of your learning outcomes. (2,500 words)

Feedback Students will receive feedback:  Verbal feedback will be provided as part of a discussion within simulation-based education sessions; this is designed to support students development with writing scenarios, pre-brief and debrief, including reflective practices. Written feedback is provided on the students assessment plan, which is designed to support the student to complete the final summative assessment submission. Written summative feedback is provided on assessment submitted via SurreyLearn

Module aims

  • Critically explore pre-brief and debrief practices within the context of simulation education and how these concepts form the foundations of effective learning.
  • Cultivate an appreciation for interprofessional learning within the realm of simulation education, to illustrate how collaborative learning in simulated scenarios can significantly enrich clinical practice.
  • Focus on the development of critique and competence with students, as this is paramount for the effective delivery and knowledge acquisition of reflective practices.
  • Critically assess the broader applications of simulation-based education within organisational settings, to understand how this concept can be integrated into wider learning strategies, encompassing learner development and ultimately patient safety.
  • By accomplishing these aims, students will be better prepared with critical knowledge and understanding of the practices and pedagogy that supports simulation-based education.

Learning outcomes

Attributes Developed
001 To critically explore the importance of pre-brief and debrief within simulation education and how it underpins simulation education. CKPT
002 Develop an appreciation of interprofessional learning within simulation to enhance clinical practice. CKPT
003 To develop critique and competence in their practice to support the delivery of simulation-based education which leads to knowledge acquisition through the application of reflection. CKPT
004 To critically evaluate how simulation-based education can be used as part of the wider learning within an organisation, within the scope of staff development, patient safety and human factors / risk assessment. CKPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Methods of Teaching / Learning

The learning and teaching strategy is designed to enable learners to: Develop meaningful and cohesive simulation-based education knowledge through exploration of theory and practice-based learning.  Provide the students with opportunities to write simulation-based scenarios to improve the learners experience. Give confidence when setting up a simulation event in relation to operating equipment and mannequins.

The learning and teaching methods include:  Lectures on simulation-based education, pre-brief and debrief, including reflective practice. Simulation and demonstration to explore how a suite operates, including setting up with equipment and mannequins.  E-learning on human factors and risk assessment.  Facilitated small group work and discussion on scenario development and learning outcomes, play vs education. Tutorials to aid development. Guided self-directed study on producing scenarios for the students own area of practice. Independent study.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list
Upon accessing the reading list, please search for the module using the module code: HCR3034

Other information

The school of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital capabilities: Students will develop their digital capabilities by the critical use of information, problem solving and innovative approaches, such as technology enhanced learning involved with simulation-based education. There is an opportunity to creating digitally generated scenarios and these skills will be transferable to their educational professional role, whilst working in a teaching/simulation team/faculty; designing learning opportunities; support and facilitate learning and being proactive in designing simulation-based educational strategies as appropriate to the educational provision that they have designed (e.g., self-directed, blended, hybrid, asynchronous/synchronous).

Employability: Students are interprofessional, registered healthcare professionals and will be developing skills and knowledge that can be applied to their educational role giving confidence to career employability. The rationale for students undertaking this module is significantly related to practice development, and career progression.

Global and cultural capabilities: The module content incorporates perspectives and practices from a range of cultures, thus enabling students to diversify their knowledge and reflect on different experiences in a healthcare setting.

Resourcefulness and Resilience: Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to ever changing needs of educational design to reflect the changing landscape in healthcare practice throughout the module. This pillar is fundamental to the development of safe and confident educators through problem solving, creativity whilst identifying and responding to the needs of learners, the organisation, and wider context of healthcare practice.

Sustainability: Students are encouraged to emphasise the need for sustainable educational practices with sustainability principles. They learn to design and evaluate innovative simulation based educational strategies not only with the aim of enhancing the learning journey but also in consideration of their long-term ecological, social, and economic impacts, particularly relevant to those working with state or charity funded organisations within the health and social care sector. By embedding sustainability within educational processes, students contribute to a more sustainable future, where knowledge and skills are imparted in ways that align with environmental and societal well-being.

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2025/6 academic year.