Michelle A. Kelly1, Ashokka Balakrishnan2, & Krishnasamy Naren3

1School of Nursing, Midwifery and Paramedicine, Faculty of Health Sciences, Curtin University, Australia; 2Department of Anaesthesia, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; 3Human Patient Simulation Centre, School of Medicine, Taylor’s University, Malaysia

I. INTRODUCTION

The ultimate goals of health professions education are to enhance practice readiness, improve delivery of safe patient care and ideally, improve patient outcomes. Simulation based education (SBE) is now well established as an educational approach, in undergraduate programs and for continuing professional education, that complements existing models in development of core clinical knowledge and skill acquisition for health professions students and clinicians. It is known that the various domains of learning, such as knowledge, the psychomotor, affective and behavioural elements of practice, can be incorporated into holistic patient care simulation scenarios (Kelly, Hopwood, Rooney & Boud, 2016). Ways of determining the impact of SBE are topics emerging in the literature. Increasingly, those who design and deliver SBE are becoming more attuned to the spectra of cultural considerations important for learning and practice (Bahreman & Swoboda, 2016).

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