Table 2 Recommendations for designing allied health placement simulation

Overall programme design

Consider the profession-specific/interprofessional balance in scenarios and learning outcomes relevant to the placement and learner level

Design explicitly to address specific placement expectations

Identify learner needs considering sub-group and individual differences, including through direct engagement with learners

Scenario preparation

Allow ample time for interprofessional consultation

Collaborate using the different expertise of academics, practice educators and SPs

Consider the authenticity/complexity balance (real enough)

Pre-simulation participant preparation

Offer early practical guidance for learners to psychologically prepare relative to their prior experience

Provide sufficient detail and invest time in SP preparation

Ensure training for practice educators relevant to their roles and learning outcomes

Orientation and briefing

Brief the learner and educator roles and the purposes of simulation in relation to clinical placements

Brief learners on challenge and growth opportunities in simulation

Provide guidance regarding the profession-specific/interprofessional balance in the simulation experience

Participation

Engage practice educators’ authentic roles where learners appreciate their expertise

Utilise peer support

Offer repeated opportunities in the same simulation style

Allow scope for flexibility for experienced educators to meet diverse learner needs

Debriefing

Be explicit with students regarding the purpose of the debrief and the utility of guided reflection with links to placement and ongoing development

Cyclical evaluation

Engage in iterative evaluation to inform future programme design