Becoming Simulation Faculty - elearning for healthcare
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About the Becoming Simulation Faculty programme

The Becoming Simulation Faculty programme supports multi professional educators, practitioners, technicians and managers from higher education institutions and NHS organisations who want to design and deliver simulation and immersive learning.

NHSE TEL has been investigating a wide variety of Simulation and Immersive technologies and approaches which will improve healthcare training, whilst also enabling trainees to have a “hands-on” experience. However, these new approaches require new skills for faculty members.

The programme is designed support colleagues across healthcare organisations as they explore the basics of teaching with simulation and immersive learning approaches, and to provide a platform on which further local training can be based. After completing the programme, colleagues will have a recognised credential that they can carry with them as they might move from one organisation to another.

The Core Course of Becoming Simulation Faculty consists of 6 eLearning topics and a face to face workshop which have been authored by a multi professional group of experts.  The eLearning topics will be released in their entirety by early 2024, with the face to face workshops taking place later in 2024.

  • Topic 1: Introduction to Simulation Based Education (SBE)

    Topic 1: Introduction to Simulation Based Education (SBE)

    This topic introduces the course and key aspects of the theory and practice of Simulation Based Education (SBE), focusing on principles and purpose of SBL and the breadth of use across health and care education and clinical practise.

    The learning outcomes for this topic are:

    • Be aware of the background to the development, design, and purpose of this course.
    • To describe the rationale and potential benefits of SBE in enhancing the professional development of individuals and multiprofessional teams in different health and care contexts and help improve the quality and safety of care
    • Become familiar with the different modalities of simulation available (e.g. Simulated patients, part-task / hybrid trainers, Mixed reality immersive technologies etc.) and outline the benefits and limitations of each
  • Topic 2: Educational Theory in Simulation Based Education (SBE)

    This topic introduces key educational theories and practice and how they help us make the most of SBE.

    The learning outcomes for this topic are:

    • Identify a range of educational theories and how they apply to a variety of SBE activities.
    • Explain how different aspects of SBE encourage learners to engage and learn
    • Articulate how SBE is an educational process not a standalone event
  • Topic 3: Creating a Simulated Learning Environment

    This topic introduces key aspects of creating a simulated learning environment, including creating and delivering scenarios.

    The learning outcomes for this topic are:

    • Identify the phases of simulation.
    • Explore the basic aspects of simulation scenario design
    • Discuss how to deal with potential problems during the scenario
    • To understand the role of the learner in simulation
  • Topic 4: Debriefing and Feedback

    This topic introduces candidates to debriefing and feedback in SBE. It describes the role of debriefing, identifies debriefing models, and introduces practice debriefing ahead of the accompanying workshop.

    The learning outcomes for this topic are:

    • Describe the role of debriefing in the learning process
    • Identify different models and structures for debriefing
    • Have an awareness of strategies for difficult situations
    • Understand the value of evaluating debriefing effectiveness, e.g. video recording, self-reflection, peer review, participant feedback, OSAD and DASH
  • Topic 5: Human Factors, Ergonomics and Improving the quality and safety of care

    This topic introduces the science and practice of Human Factors and Ergonomics (HFE) and describes how specific HFE tools and techniques might help enhance the design, delivery, and benefit of simulation-based practice in different contexts.

    The learning outcomes for this topic are:

    • Outline Human Factors and Ergonomics as a science, its aims, and scope of practice to optimise system performance and human well being
    • Describe different types of performance influencing factors that can help or hinder delivery of safe, effective care
    • Outline key principles of individual and team-based professional capabilities and limitations that can affect performance of ‘the human’ in the system and be explored through simulation-based activities
    • Describe current concepts relevant to patient safety improvement and organisational learning such as adopting a safety-II mindset, differentiating work-as-done from work-as-imagined, and identifying benefits of a restorative ‘just and learning’ culture
    • Explore and critique a series of case studies that illustrate how simulation-based interventions can help apply HFE and systems thinking methodologies to benefit patient safety improvement, work system and process design, and support a restorative culture approach in learning from harm
  • Topic 6: Roles and Responsibilities

    This topic introduces the wide range of individual roles and responsibilities involved in planning, developing, and delivering SBE, including the management of a simulation programme or centre.

    The learning outcomes for this topic are:

    • Clarify key roles associated with SBE, and their respective scopes of practice and responsibilities
    • Describe how those roles interact in the production of high quality SBE
    • Consider potential conflicts that may arise in SBE how they may be resolved or mitigated

    On completion of the Core Course of Becoming Simulation Faculty, learners will attend a full day

    workshop to enhance their learning, practice new skills, and complete the programme.

  • Core Course Workshop

    The workshop will offer an experiential learning opportunity to extend and consolidate the knowledge from the elearning topics within the core course, and focus on some key skills and behaviours that are important for new simulation faculty to discuss or rehearse together

    The learning outcomes for the workshop are:

    • Identify and practice key skills and behaviors of new faculty outlined in the eLearning topics
    • Begin the process of continued and ongoing development as a simulation educator or faculty member
    • Develop and strengthen opportunities to connect with new and experienced simulation faculty colleagues through relevant communities of practice locally, regionally and nationally

A series of more specialised or advanced courses is planned for development during 2024. Please contact if you are interested in contributing to this programme in an editorial or authoring capacity.


  • Association for Simulated Practice in Healthcare (ASPiH)
  • Lorraine Whatley, Senior lecturer, Oxford Brookes University
  • Paul Bailey, Practice Educator, Trent Simulation and Clinical Skills Centre
  • Elaine Leach, Practice Educator, St. Edward’s University
  • Josh Whittaker, Otolaryngology trainee, West Midlands
  • Suhas Kumar, Consultant Critical Care and Anaesthesia, Norfolk and Norwich University Hospitals NHS Foundation Trust
  • Mohamed Elriedy, Anaesthetic Consultant ,University of Derby & Burton NHS Foundation Trusts
  • Andy Buttery, MSc Simulation Pathway Lead, Canterbury Christ Church University
  • Sharon Kilke, Senior Educator in Resuscitation & Simulation, University of Derby & Burton NHS Foundation Trusts
  • Naomi Shiner, Faculty Director of Simulation, Keele University
  • Sharon Weldon, Professor of Healthcare Simulation and Workforce Development , University of Greenwich
  • Alastair Graham,  Doncaster and Bassetlaw Teaching Hospitals NHS Foundation Trust
  • Alan Platt, Northumbria University
  • Kevin Stirling, Lecturer , University of Dundee
  • Hull Institute of Learning and Simulation
  • Thomas Hayes, Simulation Technician, Newcastle Simulation Centre
  • Further Acknowledgements
    Emma Broughton Emma Connolly Nicola Calthorpe Christine Walker
    Chris Sadler Alastair Graham Vivek Murthy Karen Johns
    Anita Bignell Liz Mills Sarah Bettles Ashok Kumar
    Beth Tennent Stuart Barton Carol Ward Matthew Fletcher
    Helen Higham Andrew Burke Jessica McPherson Christopher Leng
    Katherine Jameison Amanda Cosgrave Sally Tilsley Fiona Poyner
    Lucy Brock Kevin Macglashan Biju Jose Mohamed Elriedy
    Colette Laws-Chapman Helen Batty Ruth Scally Matthew Whallett
    Diego Olmo-Ferrer Claire Aubrey Phillips Katherine Jennifer Baker
    Andy buttery Karen Parks Charlotte Bates Karishma Mann
    Alan Platt Liz Underhill Joseph Wheeler Joanne Rainsley
    Amanda Miller Mark Hatch Ismail Hassan Elisabeth Hawkins
    Hannah Barnard Lucy Mottram Habib Haider Christina Walker
    Mem Van Beek Suzanne Heywood-Everett Maryanne Miller Saiqa Akhtar
    Victoria Waller Julie Rastall Jonathan Wright Hemali Kanji
    Jenny Tucker Rathinavel Shanmugam Laura Jones Shashi Prasad
    Kate Larkin Rohit Mittal Shedene Bogle Thomas Wright
    Samantha Bell Narasimha Rao Sardar Khan Sandra Navas
    Joanne Bellerby

Meet the team

  • Chris Gay

    Chris Gay

    Project Manager, NHSE TEL
  • Gabriel Reedy

    Gabriel Reedy

    Professor of Clinical Education, King's College London
  • Caroline Cocking

    Caroline Cocking

    Senior Resuscitation and Simulation Trainer, Royal Derby Hospital
  • Mark

    Mark Fores

    Senior Nurse, Workforce Delivery, NHSE
  • Patricia Howe

    Patricia Howe

    Programme Manager, NHSE TEL
  • Bryn Baxendale

    Bryn Baxendale

    TEL Advisor and Simulation Clinical Lead
  • Colette Laws-Chapman

    Colette Laws-Chapman

    Deputy Director-Simulation, Guy's and St Thomas' NHS Foundation Trust
  • David Grant

    Faculty of Health Sciences, University of Bristol Medical School
  • Helen Higham

    Helen Higham

    Associate Professor, University of Oxford
  • Michael Moneypenny

    Associate Postgraduate Dean for Clinical Skills and Simulation, NHS Education for Scotland
  • Sally Richardson

    Sally Richardson

    TEL Simulation and Immersive Technologies Project Manager, NHSE

elfh team members

  • Karole Smith

    Karole Smith

    Programme Manager, NHSE elearning for healthcare
  • Claire Beattie

    Claire Beattie

    Lead Learning Designer, NHSE elearning for healthcare
  • David Williams

    David Williams

    Project Manager, NHSE elearning for healthcare
  • Alan Campbell

    Alan Campbell

    Learning Designer, NHSE elearning for healthcare
  • Charlotte Howell

    Charlotte Howell

    Learning Designer, NHSE elearning for healthcare
  • Ian Blacklock

    Ian Blacklock

    Learning Designer, NHSE elearning for healthcare
  • Catherine Moran

    Graphic Designer, NHSE elearning for healthcare
  • Nicola Kipling

    Marketing and Communications Officer, NHSE elearning for healthcare

How to access

To access any elfh programme, you will need an elfh account. If you do not have one, then you can register by selecting the Register button below.

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To view the Becoming Simulation Faculty programme, select the View button below.  If you already have an account with elfh, you will also be able to login and enrol on the programme from the View button.

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If you already have an account with elfh, then you can enrol on to the Becoming Simulation Faculty programme by logging in to the elfh Hub, selecting My Account > Enrolment and selecting the programme. You can then access the programme immediately in the My e-Learning section.

Not an NHS organisation?

If you are not an NHS health or care organisation and therefore do not qualify for free access elfh Hub, you may be able to access the service by creating an OpenAthens account.

To check whether or not you qualify for free access via OpenAthens, you can view the eligibility criteria and register on the ‘OpenAthens’ portal.

Registering large numbers of users

If you are a HR, IT or Practice Manager and would like to register and enrol large numbers of staff within your organisation for access onto the Becoming Simulation Faculty programme, please contact elfh directly.

Organisations wishing to use their own LMS

For HR departments wanting to know more about gaining access to courses using an existing Learning Management System please contact elfh directly to express interest.

More information

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