Background/context This presentation will describe the development and evolution of the Simulation facilities at the University of Brighton where the team have had to overcome limitations in infrastructure on a limited budget. Simulation is widely accepted now as a valid education and training pedagogy. Its use is becoming increasingly prevalent in healthcare.1 Nursing students, clinicians, and educators alike appear to be strongly identifying with the importance of incorporating simulations into courses and enhancing clinical practicum.2 Simulation can be delivered in a variety of setting its increasingly popular within purpose built labs. These labs can often be expensive to build requiring substantial funding and redevelopment.
Description of innovation or topic This presentation examines the development of the Simulation facilities at the University of Brighton here the team have had to overcome limitations in infrastructure on a limited budget. We will summarise the journey leading to the development and refining of the Simulation facilities to improve the student experience. Going from having the students in the room with supporting staff such as medical role players. This includes how we have used emerging technologies to overcome obstacles in the environment. Including involvement of the wider university services, to achieve our goals. We will also explore the future of where the facilities may evolve particularly with emerging technologies. We will discuss the transferability and pedagogy in different settings beyond the lab.
Improvements/outcomes A first class high quality Simulation facility. Improved student experience. Improved pedagogy for students. Further research.
Take home messages First class simulation can be achieved in a variety of settings at a reasonable cost. Due to emerging technologies previous barriers can be overcome. Effective project management skills and problem solving skills are vital to ensure success of a project of this nature.
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Landeen J, Jeffries P. Simulation. J Nurs Educ. 2008;47:11
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