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 faculty development 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.

Each of the 14 eLearning modules are 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 is AUD$120, inclusive of all modules and offers access for 3 months.

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 certificate.

Discounts are available for registrations from institutions.

Contact us here med-nhet-sim@monash.edu for further information

Core modules

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

    This module covers the rationale for simulation based education (SBE) in healthcare professions.
    We explore simulation as an educational method and its role in patient safety.
    We consider historical and contemporary approaches to SBE with attention to the benefits and challenges in health professional education.
    We explore theories relevant to a wide range of simulation modalities (e.g. mannequins, virtual patients, simulated patients, task trainers etc) and development in domains (e.g. knowledge, skills and professional values).
    You will have access to some of the evidence for SBE.
    This module provides fundamental concepts that are elaborated in subsequent modules.
    This module is designed to be completed in three hours. However, we have provided much more reading should you wish to pursue topics in more detail.  Our intention is to offer an overview of contemporary healthcare simulation.

  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 think it is important to be exposed to the core elements of the work of a simulation educator.
    By attending the workshop, this module facilitates formation of a local community of practice by bringing participants together to discuss and practice SBE and training techniques. The essential parts of the e-learning module are designed to take three hours. The e-learning module should be completed before attending the workshop. The workshop is designed to take six hours.

Electives

  1. Being a simulation technician

    This module provides an introduction to the role of the simulation technician. It focuses on their role in a simulation session as well as the broader functioning of a simulation centre.
    We acknowledge simulation technician roles are often locale dependent and so some of the content may be more or less relevant to you. Additionally, our focus is not on specific simulators but on broader approaches or considerations to sourcing, operating and maintaining equipment.

  2. Simulator fundamentals

    This module provides an introduction to fundamental practices in preparing and running mannequin-based simulations.
    It is beyond the scope of the module to cover all commercially available mannequins (and other simulators). We hope to provide enough information to enable you to make appropriate decisions in matching simulators to scenario objectives. Manufacturers provide valuable specific simulator information and are a good starting point.

  3. Technology-based simulators and simulations

    Each locality has their own standard practices, equipment and AV capabilities. NHET-Sim is designed to provide a national framework and common terminology fo that local trainers can educate local users regarding how to best use equipment and facilities available locally - with some national cross-pollination to build networks and consistency.

    This module introduces:

    • Audiovisual capture and considerations
    • Working with mannequins from a technical perspective
    • The fundamental principles of programming mannequins
    • Networking various parts of the simulation systems.

    It is beyond the scope of the course to learn about the setup and programming of all mannequins and AV systems on the market and how they work, but it is intended to provide enough information to enable someone to troubleshoot and existing system or to assist with choices and identifying pitfalls when upgrading, reviewing or getting started.
    This module builds on the authors experience some with trail and error over time and hopes to fast track your learning curve.
    For more specific product information refer to manufacturer information.

  4. Delivering technology-based simulations

    This module will build on your knowledge and skills and consolidate completed modules. Each simulation facility or locality has their own standard practices, equipment and AV capabilities which will influence delivery. NHET-Sim is designed to provide a national framework and common terms so that local trainers can educate local users on how to best use equipment and facilities available locally – with some national cross-pollination to build networks and consistency.
    This module is intended to reflect on your local practice of running scenarios in SBE and will give an overview of terms; an introduction to the use of moulage and, the use of video for debriefing.
    In the workshop the reflections made within this module will be explored further and we will work through scenario setup and delivery with all aspects of mannequin, equipment and AV relating to the setting of the local venue.
    It is beyond the scope of the module to learn about all the mannequins and AV systems on the market and how they work, but it is intended to provide enough information to enable someone to troubleshoot an existing system or consider the choices and pitfalls when upgrading or getting started.
    This module builds on the authors' experiences and hopes to fast track your learning curve!

  5. Simulated patient methodology

    This module introduces some core facets of simulated patient (SP) methodology.
    The focus is on preparing SPs to work in healthcare simulations. The module describes a systematic approach to SP methodology. The module addresses issues at the level of the clinical training program (e.g. scenario development, alignment with curriculum, assessment etc) and at the level of the individual SP (e.g. casting, performance training etc).
    You are encouraged to think creatively about the breadth of content to which SPs can contribute to your own practice and to reflect on current approaches.

  6. Patient focused simulation

    When clinicians perform examinations and procedures on patients they are expected to manage a complex set of skills (e.g. psychomotor, communication) while exercising clinical judgment and other aspects of professionalism.
    We often teach these components of the complex sets of skills separately. Hybrid or blended simulations enable trainees to bring all these skills together. This module explores the expanding practice of hybrid simulations also known as patient focused simulations. That is, the ‘combining of simulators’ – usually a simulated patient (SP) with a skills trainer (e.g. bench top, VR simulator etc).
    The module on Simulated Patient Methodology (S5) provided an opportunity to consider established approaches to SP-based education. We explored scenario writing and training SPs for role portrayal. Here we briefly revisit some of these concepts but consider their application to procedural and operative skills. That is, in patient focused simulations. We also explore the contribution of hybrid simulations to sequential simulations and the role of feedback, especially as offered by SPs.
    You are encouraged to think creatively about the application of patient focused simulations in your practice.

  7. Virtual environments

    This module introduces some core facets of screen-based, virtual reality, and augmented reality environments.
    The focus of this module is exploring the breadth of computer-mediated simulation methodologies. The module considers a wide range of screen-based, virtual and augmented reality environments, and their potential application to educating healthcare professionals. It considers broad issues such as development cycles, educational approaches and design considerations for virtual patients and environments, as well as augmented reality systems. It is important to note that developing computer-mediated simulations usually requires partnership with those who have technological expertise.
    Different varieties of computer-mediated simulations have various strengths and limitations, and you are encouraged to think critically about using technology. The focus is upon educational use, rather than technological capacity.
    This module introduces some core facets of screen-based, virtual reality, and augmented reality environments.
    The focus of this module is exploring the breadth of computer-mediated simulation methodologies. The module considers a wide range of screen-based, virtual and augmented reality environments, and their potential application to educating healthcare professionals. It considers broad issues such as development cycles, educational approaches and design considerations for virtual patients and environments, as well as augmented reality systems. It is important to note that developing computer-mediated simulations usually requires partnership with those who have technological expertise.
    Different varieties of computer-mediated simulations have various strengths and limitations, and you are encouraged to think critically about using technology. The focus is upon educational use, rather than technological capacity.

  8. Simulation learning environments: Programme management

    This module introduces some core facets of managing the design, development, delivery, and evaluation of simulation programmes, with the aim of providing a framework for facilitating sustainable healthcare simulation programmes.  The module addresses issues that influence the management of most simulation programmes, including:

    • Stakeholder/Performance Expectations
    • Participant/Learners
    • Faculty/Facilitators/Instructors
    • Technical Support Staff
    • Administrative Support Staff
    • Simulated patients/ health professionals
    • Simulators/ Simulation Equipment
    • Clinical Equipment / Instruments/ Supplies
    • Curriculum/ Instructional Planning
    • Course/Training Implementation
    • Facilities/Transport/Site Planning
    • Scheduling/ Coordination
    • Facilities/Equipment Maintenance
    • Occupational Health and Safety
    • Quality Assurance Mechanisms
    • Evaluation of Outcomes
    • Programme Promotion

    Participants are encouraged to think pragmatically about effective planning, preparation, delivery, evaluation, and quality assurance for all types of simulation programmes, be they large multi-site enterprises or small single unit events.
    It is beyond the scope of this module to consider the financial/accounting management of simulation learning environments, however, this can be a critical element of programme management because successful evaluation of outcomes measured against stakeholder expectations is an essential component of sustainability. Therefore, strategies for assembling important information related to programme outcomes that contribute to outcomes evaluation is broadly addressed in the module.

  9. Debriefing in simulation

    This module provides you with an opportunity to reflect on your debriefing practices. The online module revisits information on debriefing from Module C2. Here we explore conditions for effective debriefing.
    However, effective debriefing is much more than a set of skills and techniques. It is important to continue to reflect deeply on your values about learning and teaching.
    There will be an opportunity for you to share experiences of what works and what does not together with opportunities to practice and receive feedback on your debriefing.
    You will also have an opportunity to use different techniques to reflect on your debriefing practice and set goals for further development of your debriefing.

  10. Developing scenarios

    Scenarios are a fundamental part of simulation-based education and require careful planning to enable the simulation to meet required learning outcomes.
    Scenarios can be difficult to develop, and may require several iterations to optimally support learning.
    You will have an opportunity to review one of your own scenarios in the simulation modality of your choice and receive feedback on your scenario.
    It is important to bring a scenario that you use to the workshop. It is preferable to bring a scenario that you are not satisfied with or is still in development.
    Factors that enable and constrain scenario development will also be discussed.

  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 consider the models and the educational processes that can optimize their use. In particular, consideration will be given to 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.) and integrated into teaching.

  12. Simulation based interprofessional education (IPE)

    This module provides you with an opportunity to reflect on how simulation can support the development of interprofessional collaborative practice (IPCP). That is, the ways in which individuals from different professions, disciplines, craft groups and other service roles work together to provide the highest quality care for patients and their families.
    Our target audience is diverse. You may work as a clinician, as an educator, as a simulation practitioner, as a researcher, or all of these. Irrespective of the context of your work, it is always important to think about the ultimate end point – the highest quality healthcare – and, that this is almost always the result of effective IPCP. This module addresses ways in which simulation may support the development of IPCP.

    E-learning

    We explore some of the complex interprofessional language, we share what several people have to say about IPCP, we invite you to think about your own IPCP, what you do well, what you might improve. We consider evidence on the contribution of simulation to IPCP, learn from others about getting started in interprofessional simulation and then focus on developing your own practice. The e-learning revisits information from the core modules and many of the optional modules too.

    Workshop

    For those who attend the workshop, there will be an opportunity for you to share experiences of what works and what does not work in interprofessional simulation. Additionally, you will have opportunities to practice and receive feedback on your interprofessional simulation practices. Finally, you will spend some time thinking about your own goals for further development and how you will achieve them.