Clinical simulation practise framework

Summary Background Historically, simulation has mainly been used to teach students hands‐on skills in a relatively safe environment. With changes in the patient population, professional regulations and clinical environments, clinical simulation practise ( CSP ) must assist students to integrate and apply their theoretical knowledge and skills with their critical thinking, clinical judgement, prioritisation, problem solving, decision making, and teamwork skills to provide holistic care and treatment to their patients. Context CSP holds great potential to derive a positive transformation in students’ transition into the workplace, by associating and consolidating learning from classrooms to clinical settings, and creating bridges between theory and practice. For CSP to be successful in filling the gap, the design and management of the simulation is crucial. Innovation In this article a new framework called ‘Clinical simulation practise framework: A knowledge to action strategy in health professional education’ is being introduced that aims to assist educators and curriculum developers in designing and managing their simulations. This CSP framework theorises that simulation as an experiential educational tool could improve students’ competence, confidence and collaboration in performing professional practice in real settings if the CSP provides the following three dimensions: (1) a safe, positive, reflective and fun simulated learning environment; (2) challenging, but realistic, and integrated simulated scenarios; and (3) interactive, inclusive, interprofessional patient‐centred simulated practise. CSP holds great potential to derive a positive transformation in students’ transition into the workplace