Abstract
The focus of this paper is to explore the role and development of simulated learning within the apprenticeship assistant practitioner foundation degree programme. It will also discuss the challenge of influencing a change in practice within a competency-based learning programme.
In order to shape and develop a supportive, effective and indeed inclusive teaching strategy, the use of the simulated learning environment will be incorporated across a number of mandatory nonclinical modules, such as communication, group dynamics and principles of care, among others. The key aims and philosophy behind simulated teaching and learning are to improve competence, communication and confidence and ultimately patient safety within all healthcare environments (Forrest et al, 2013).
The aim of this article is:
To provide a wider understanding of the simulated learning environment To give an overview of how simulated learning can be incorporated into non-clinical teaching modules To demonstrate how the concept of simulation can widen participation and allow students to experience and flourish in a non-traditional environment.
Key words Simulated learning Curriculum Trainee assistant practitioners (TAPs) Patient safety Real-life learning Holistic approach