E-learning International

The NHET-Sim programme is pleased to offer their e-learning modules to our colleagues outside of Australia. NHET-Sim has had over 6,000 registrants and is recognised as a flagship programme in Australia for anyone who uses simulation as an educational method for healthcare.

The programme covers diverse topics in simulation and is relevant for educators and technicians. More information about modules can be found here www.monash.edu/medicine/nhet-sim.

Each of the 14 modules is designed to take about 3 hours although there are supplementary activities and resources that could take much longer to work through. We indicate core activities in each module.

The cost will be $120, inclusive of all modules and offers access for 3 month.

We're pleased to announce the release of the newest module in mid November - S12: Interprofessional Simulation.
On completion of each module you can download a Statement of Completion.

Core modules

  1. Simulation-based education: Contemporary issues for the health professions

    This module provides fundamental knowledge on simulation as an educational method. The focus of the module is to provide the rationale for healthcare simulation including the role of patient safety. We present some evidence for its effectiveness as an educational method. We introduce a broad range of simulation modalities, which can be explored in later modules. This module also draws on the experiences of international experts and local providers of simulation. It is intended to prompt reflection on participants’ own practices. We introduce simulation phases as a means of designing effective educational interventions. We also take a brief look at theory that informs simulation practice. It is beyond the scope of this module to achieve much more but we are confident that if participants are new to simulation based education, they will finish this module wanting to know more.

  2. Being a simulation educator

    This module covers basic principles of simulation with a particular focus on educational design for simulation scenarios, briefing and debriefing practices. We consider what it means to be a simulation educator. Even if you are mainly involved in technical aspects of simulation-based education (SBE), we considered it important to be exposed to the core elements of the work of a simulation educator. This module facilitates formation of a local community of practice by bringing participants together to discuss and practice SBE and training techniques.


  1. Being a simulation technician

    This module explores the roles and responsibilities of simulation technicians. It discusses aspects of simulation in relation to occupational health and safety including hazard analysis, risk assessment, preventative maintenance and incident reporting. The module also provides an overview of commonly used scenarios, conditions and drugs within simulation.

  2. Simulator fundamentals

    This module introduces participants to the fundamentals of simulators. It explores the considerations of task allocations for simulation-based education as well as the rationale behind choice of equipment for SBE. The different modes of mannequin programming is also explored including the advantages and disadvantages. It is recommended that participants complete S2 prior to undertaking S3 or S4.

  3. Technology-based simulators and simulations

    This module will describe a variety of audio-visual parameters used in the SBE environment and explore the advantages and disadvantages of their use. Mannequin programming will be explored in greater detail as will the set-up and connection for different types of mannequins. Completion of S2 is recommended prior to undertaking S3.

  4. Delivering technology-based simulations

    This module is designed for simulation educators and technicians and provides the opportunity to articulate the process required to design and deliver a scenario. The use of constructive feedback in critique is explored as is different techniques for moulage and the use of video in debriefing. Completion of S2 is recommended prior to undertaking S4.

  5. Simulated patient methodology

    This module introduces the concept of simulated patient (SP) methodology. SPs are real people trained to portray patients and to give feedback to learners on their interactions. That is, SPs help to provide a “patient” and “learner” safe environment in which to rehearse “patient-centredness” and other critical facets of healthcare professionalism. The module provides participants with an opportunity to explore key concepts such as the scope of practice of SPs, the preparation of SPs for role portrayal and practicalities of the method. Participants will develop an SP role and those attending the workshop enact the role portrayal training approach.

  6. Patient focused simulations

    Patient focused simulations are hybrid simulations that enable the integration of the broad set of skills required for safe and effective procedural and operative skills. For example, in learning how to perform an intravenous cannulation, a learner is likely to progress from basic knowledge of anatomy, physiology and the indications for the procedure, to knowledge of the equipment and steps in the procedure. The psychomotor skills can be learned on a simulator. In real clinical settings the learner will be required to engage with the patient while performing the procedure. Patient focused simulations connect the simulator and the simulated patient enabling learners to rehearse the whole procedure prior to performing the procedure on real patients. The concept goes beyond basic procedural skills to complex surgical skills. In this module participants will have the opportunity to review some key concepts in SP methodology and explore the scope of practice of patient focused simulation. The module focuses on training SPs in giving feedback in patient focused simulations.

  7. Virtual environments

    This module introduces some core facets of virtual environments and focuses on exploring the breadth of computer-mediated simulation methodologies. It considers a wide range of virtual environments and their potential application to educating healthcare professionals as well as issues such as development cycles, educational approaches and design considerations for virtual patients. It will also assess strengths and weaknesses of virtual environments and encourage critical thinking on the use of technology within your own setting.

  8. Simulated learning environments: Programme management

    The module provides participants with access to important information in relation to the management of people, environments and simulators relevant to simulated learning environments. There are many considerations in the provision of simulation education including occupational health and safety issues, human resource issues and infrastructure issues including maintenance of simulators. The module provides a forum for sharing of resources such as policy documents between participants.

  9. Debriefing in simulation

    This module provides participants with an opportunity to examine their debriefing practices in detail. The online module revisits core theoretical information on debriefing after simulation activities, as presented in Module C2. It explores conditions for effective debriefing (e.g. effective briefing, creating a ‘safe’ environment etc.) and discusses the role of audiovisual recording. At the conclusion of this module, participants will set goals for further development of their debriefing skills.

  10. Developing scenarios

    Scenarios are a fundamental part of simulation-based education and require careful planning to enable the simulation episode to meet required learning outcomes. Scenarios can be difficult to develop, and may require several iterations, as they must be authentic as well as support learning. This module will apply theory from previous modules, including those with a modality focus such as mannequins, simulated patients and virtual environments.

  11. Teaching with task trainers

    Task trainers are valuable for supporting learners in developing clinical skills. These can be very basic clinical skills (e.g. intramuscular injection) or more complex (e.g. urinary catheterization) and then those that are more specialized (e.g. central venous line insertion, laparoscopic skills). Specifications of task trainers also range in sophistication from the very basic (e.g. simulated flesh) to highly complex (e.g. virtual reality with haptics). In this module, participants will explore these models and the educational processes that can optimize their use. Participants will be introduced to specific theories and models of skill development as well as exploring the ways in which the task trainers can be used in different educational contexts (e.g. self-directed, peer assisted learning etc.) with different models of feedback (e.g. task trainer generated, peer, facilitator etc.)

  12. Interprofessional simulation

    This module is comprised of e-learning and a workshop. In the e-learning, after explaining the language of interprofessional education (IPE), summaries of key readings are shared and participants are invited to consider this information relative to their current and planned IPE practices. The module highlight benefits and challenges of interprofessional simulation and acknowledge outstanding work in this field from colleagues across Australia (and beyond) with links to relevant resources. The workshop enables consolidation of e-learning and an opportunity to implement and reflect on IPE scenarios. Participants are invited to set goals for their future IPE.