Building a Simulation Culture in Health Education

I never set out to write a framework. What I set out to do—what still drives me—is to create spaces where people can practice being human in the safety of simulated experience. At its core, simulation-based education is less about technology and more about empathy, reflection, and trust. The Simulation Framework we’ve built at the School of Health and Care Sciences isn’t just a document—it’s an articulation of values.

Simulation is often mistaken for performance. But in truth, it’s practice without judgement. It’s an invitation to step into complexity, to fail safely, to reflect deeply, and to walk away changed. The framework exists to safeguard that process. It defines standards, yes—but it also cultivates a culture: one rooted in psychological safety, in mutual respect between learners and facilitators, and in a shared commitment to authenticity.

Creating the framework required us to confront questions that don’t always have easy answers. What counts as simulation? Where do we draw the line between a skills lab and a lived clinical moment? How do we balance fidelity with feasibility, or innovation with inclusivity?

The result is something operational, but also aspirational. It’s structured enough to ensure quality and consistency across programmes, but open enough to evolve with practice. From the planning template to the structured debrief, every element is designed to support not just the event, but the people in it.

One of the elements I’m proudest of is the attention to the debrief. We’ve built in time not just for the students’ reflection, but for the faculty’s too. Because simulation isn’t something we deliver. It’s something we do together. And like any meaningful learning, it only works if we’re all open to learning from it.

Simulation is not a single pedagogical tool. It’s a stance—a belief in the value of rehearsal, of messiness, of stories that don’t always resolve neatly. This framework is a starting point for embedding that stance into the life of our school. It’s a blueprint, but more than that, it’s a manifesto: for education that is relational, reflective, and rigorously real.