The use of multimodal educational tools for large scale simulated practice.

Claire Maguire*, Scott Colton*, Stephen Wanless

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


    Background: Due to the current placement capacity issues for nursing students (1) within the West Midlands and the continuation of the Nursing and Midwifery recovery standards [2], this has enabled academic institutions to utilise up to 300 hours of practice learning utilising a range of innovative practice simulations. At Birmingham City University (BCU) we were faced with providing Simulation to large cohorts of students in excess of 500, reduced staffing and resources. How did we do it?
    The aim was to provide simulation based on the Nursing and Midwifery Council annexes A and B proficiencies (3) in large groups and still maintain an element of clinical realism and immersion.

    Methods: The skills and simulation team at BCU developed several simulations which incorporated films, live actors, low-fidelity simulation, and problem solving for students within the Future Nurse Course. Each simulation had pre- and post-work to be completed which was monitored and recorded via our online learning platform. The simulations developed and tested were:

    • Breaking bad news- A traumatic below knee amputation of a young farm worker which looks at issues with partner/ autistic child/ overprotective mother
    • Hypoglycaemia- Adult hypoglycaemic patient within a GP Setting with Paramedic input/ Child hypoglycaemia/ digital healthcare through use of Libre sensor
    • Conflict Resolution- Case study around the care of a patient with dementia who keeps falling and a Matron who does not have the time
    • Pre-op Sim- A 13-year-old high functioning Autistic child with torte teste requiring surgery and preoperative checking and Practice Assessor input.
    • Allergies and Sensitivities- Management of allergies and sensitivities, Use of EpiPen for anaphylaxis
    • Hygiene- Shaving/ oral care/ eyecare/ female and male genitalia cleansing
    • The deteriorating patient- A to E assessment
    • Mobility and access- Use of equipment simulating frailty and disability
    • Assistance dogs for medical and neurodevelopmental conditions
    • Safeguarding- Looking at Trans/ same sex couples/ heterosexual domestic violence
    • Female genital mutilation

    Results: The Simulations were evaluated by the students (N= 550) and conclusions drawn from the feedback received. The large size of the groups being around 60 students is an issue both with staff and students, but it was recognised that this was beyond our control and that the large scale simulated sessions were “immersive in nature” and reproduced substantial aspects of the real world in an interactive way. A number of students highlighted in their evaluation that they found the content of the simulation relevant to their clinical practice due to it demonstrating difficult situations that allowed them to practice their skills in a safe environment where there was no risk to patient safety and it enhanced their situational awareness through guided experience.
    Conclusion: The learners appreciate the relevance of the simulations to their developing clinical skills and recognised that the learning could be more targeted than within the practice setting although did not recognise it as clinical practice time.

    1. Ford S. (2022) Placement delivery is vital for the future of nursing. Nursing Times 27th September 2022
    2. Nursing and Midwifery Standards (2020 updated January 2022) Current Recovery programme Standards. NMC, London. 3-
    3. Nursing and Midwifery (2018) Future nurse: Standards of proficiency for registered nurses. NMC, London.
    Original languageEnglish
    Title of host publicationInternational Journal of Healthcare Simulation
    PagesA25- A26
    Number of pages2
    EditionSuppl 1
    Publication statusPublished (VoR) - Sept 2022


    • Multi modal simulation
    • Healthcare education
    • Clinical skills


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