Postgraduate Diploma in Clinical Simulation

Purpose

The purpose of the Postgraduate Diploma in Clinical Simulation is to develop health professions educators who are skilled in the integration and application of clinical simulation theories and practices in their own teaching, learning, assessment, and research. This requires problem-solving skills and critical, reflective thinking, as well as the ability to report on clinical simulated teaching principles in ways appropriate to the relevant academic and disciplinary discourses. It will develop health care educators and professionals who can integrate and apply theoretical principles, proven techniques, practical experience, and appropriate skills to their own teaching practices.

Upon completion of this qualification, qualifying learners will be able to

• Demonstrate a deep understanding of the development and application of clinical simulation as a strategy for health professions education.
• Apply adult learning theories to the construction and application of simulation-based learning experiences.
• Describe and critically appraise current clinical simulation technologies and modalities regarding their value and application
• Design and implement simulation-based learning experiences using appropriate teaching, learning and assessment strategies.
• Describe the core principles associated with the management of simulation facilities and related resources.
• Critically appraise research methodologies and approaches used in simulation contexts.

Rationale

The awareness of simulation as a pedagogy in health sciences has developed rapidly over the last two decades. In response, the institution has seen the parallel emergence of simulation interest groups at local, national, and international levels, an increase in scholarship in the field and an increase in resources available to guide simulation in clinical health sciences education.

The use of simulation for clinical teaching provides a unique area of specialisation that cuts across many of the health science disciplines and provides opportunities for interprofessional education and collaboration. Although many institutions have invested in simulation facilities, few health science educators have formal training in the application of simulation for purposes of clinical teaching, learning and assessment. This qualification will develop health science educators who are skilled in the design, integration, and application of simulation in their teaching, learning, assessment, and research-related activities.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of the policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access

Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

• Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. >No portfolio is required.

OR

• Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.
• In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits

Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

• Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.

OR

• Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Health Sciences, NQF Level 7.

Or

• Bachelor of Clinical Medical Practice, NQF Level 7.

Or

• Advanced Diploma in Health Management, NQF Level 7.

Or

• A relevant qualification in the related field, NQF level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 124 Credits.

Compulsory Modules, Level 8,124 Credits

• Introduction to clinical simulation, 10 Credits.
• Adult learning and Simulation Pedagogy, 24 Credits.
• Simulation Technologies and Modalities, 18 Credits.
• Clinical Simulation and Instructional Design, 24 Credits.
• Facilities and Resources Management, 12 Credits.
• Simulation and Research, 12 Credits.
• Simulation Portfolio, 24 Credits.

1. Demonstrate a deep understanding of the development and application of clinical simulation as a strategy for health professions education.
2. Apply adult learning theories to the construction and application of simulation-based learning experiences.
3. Describe and critically appraise current clinical simulation technologies and modalities regarding their value and application
4. Design and implement simulation-based learning experiences using appropriate teaching, learning and assessment strategies.
5. Describe the core principles associated with the management of simulation facilities and related resources.
6. Critically appraise research methodologies and approaches used in simulation contexts.

Associated Assessment Criteria for Exit Level Outcome 1

• Provide a detailed discussion on the definition of simulation in a broader term.
• Discuss the history of simulation, including simulation usage outside of health care domains.
• Describe simulation terminology and definitions correctly.
• Critically discuss the use of simulation in health care.

Associated Assessment Criteria for Exit Level Outcome 2

• Explain adult learning and teaching pedagogies in health education.
• Critique contemporary adult learning theories appropriately based on their application to clinical simulation.
• Justify the use of an integrative curriculum in clinical simulation appropriately.
• Appraise competency-based education and the use thereof in clinical simulation.
• Identify various forms of human behaviour (non-technical skills) associated with clinical simulation.
• Analyse the role of clinical simulation for undergraduate and postgraduate courses.
• Justify the use of clinical simulation in continuous professional development and reaccreditation (revalidation) activities.

Associated Assessment Criteria for Exit Level Outcome 3

• Evaluate the different levels of fidelity in simulation.
• Perform independent analysis of current simulation technologies.
• Differentiate current simulation modalities correctly.
• Design a cost-effective educational simulation activity set-up correctly.

Associated Assessment Criteria for Exit Level Outcome 4

• Argue the importance of simulation etiquette and orientation appropriately.
• Discuss the various approaches to the design of a simulation teaching plan with regards to discipline-specific and Inter-Professional Education (IPE).
• Integrate best practice guidelines in simulations to relevant current simulation pedagogy.
• Create a sustainable repository for simulation teaching and learning techniques.
• Justify the use of pre-briefing and debriefing for feedback and trust adequately.
• Discuss the importance of the educator developing an understanding of individual and group learner needs and expectations when designing a simulation experience.
• Analyse transferable skills associated with health care simulation.
• Examine standardised approaches used in clinical simulation.
• Produce an assessment instrument suitable for use in a simulation assessment.

Associated Assessment Criteria for Exit Level Outcome 5

• Justify and plan the design and layout of a simulation facility.
• Appraise the maintenance, storing and costing of simulation equipment needed.
• Critique the management of simulation spaces.
• Draw an organisational organogram suitable for a health care simulation facility correctly.
• Calculate the cost of incorporating simulation technologies and the cost-effectiveness correctly.
• Discuss the business plan components for a health care simulation facility.
• Examine health and safety considerations associated with a health care simulation facility unit.

Associated Assessment Criteria for Exit Level Outcome 6

• Evaluate the use of the simulated environment for conducting research.
• Critique research in simulation as an educational methodology.
• Scrutinize the limitations of research within a simulated context.
• Identify current research trends and tools in a simulation environment.
• Discuss the ethical considerations in research specifically for simulation settings.
• Review research articles on simulation through a peer-review process.
• Identify a possible research question in the simulation environment.