HPSN UK 2017

Nottingham, UK

June 21-22

DoubleTree by Hilton Hotel Nottingham - Gateway

Registration: Sorry we're full


Keynote Speakers Announced

Session Submission is now closed

HPSN UK 2017

After ten successful years, the Simulation in Nursing, Midwifery, and Allied Health Conference has evolved to reflect changes in the use of simulation education across the healthcare continuum.  

Join us in June to celebrate and network with educators, technologists, technicians, facilitators, nurses, doctors, midwives, allied health, patient safety leads et al, to celebrate the technology and education behind using this pedagogy to improve and enhance patient care.

The two-day conference is free to attend and welcomes all-comers to healthcare simulation. 

June 21st -Focus on Simulation Technologies The first-day features presentations and interactive workshops focused on the technologies surrounding simulation in health care education. 

June 22nd- Focus on Education Strategies The second day brings together leading healthcare educators from around the globe for interactive workshops and presentations. 

Join us for both days to experience the technology behind simulation in healthcare education and its application in all care settings.

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Venue &

DoubleTree by Hilton Hotel Nottingham - Gateway offers a peaceful retreat in a natural wildlife haven and is three miles from the city center


Nuthall Road, Nottingham
NG8 6AZ, United Kingdom 

TEL: +44-115-9794949


Download Programme


June 21st -Focus on Simulation Technologies 

Features presentations and interactive workshops focused on the technologies surrounding simulation in health care education. 

June 22nd- Focus on Education Strategies 

Brings together leading healthcare educators from around the globe for interactive workshops and presentations. 

*Agenda Subject to Change

June 21, 2017

Registration - Tea & Coffee

Welcome - Opening Remarks

Dr. Amyot, President CAE Healthcare Welcome from CAE UK Team

Keynote Presentation -The Evolution and Revolution of Simulation Operations Specialists

Tim Whitaker, CHSE, CHSOS

Interactive Stations (15 minutes each rotation)

Includes: Product Management, Academy, Centre Operations and AVS, Customer Support, Technology Introductions

Tea & Coffee in Product Showcase

Interactive Stations (15 minutes each rotation)

Includes: Product Management, Academy, Centre Operations and AVS, Customer Support, Technology Introductions


Visit Product Showcase

Technology Workshops I

Choose from 3 sessions - details below

Technology Workshops II

Choose from 3 sessions - details below

Learning Space User Group Meeting

Chairs: Fatime Feher & Erika Lukacs-Scheuer

Technology Market Space

Innovated Simulation Ideas from different

Tea & Coffee in Product Showcase

Keynote Presentation-Professional Registration – Why Bother?

Jane Nicklin, CertHE/ODP, MA Health Care Law, PGCE, FHEA

Round Table Chaired by Jane Nicklin

Focusing on Setting up and Running a Simulation Facility: Technologists' Prespective

Wrap Up Day 1

Drinks Reception

Join us in the Product Showcase for some drinks and light appetizers

June 22, 2017

Registration - Tea & Coffee

Welcome - Opening Remarks

Dr. Amyot, President CAE Healthcare Welcome from CAE UK Team

Keynote Presentation-Cognitive simulation - Mind your business!

Dr. Uttam Shiralkar, MS, FRCS, MRCPsych

Tea & Coffee in Product Showcase

Concurrent Session I

See Concurrent Sessions below

Concurrent Session II

See Concurrent Sessions Below

Lunch and Exhibition

Visit Product Showcase

Electronic Poster Walk

Product Showcase

INACSL- The New Standards and How to Incorporate Them

Matthew Aldridge, European Chapter

Interactive Drill: Journey to Life. How simulation touches an Obstetrics patient throughout her pregnancy

Cedrin Law, Dr. Stefan Monk, Mandy Wilford, CAE Team

Tea & Coffee in Product Showcase

Turnkey Solutions

Dr. Stefan Monk, CAE Healthcare


Andy Anderson, Chief Executive Officer

Closing Ceremony

CAE Healthcare Team


Wednesday June 21

Jane Nicklin, CertHE/ODP, MA Health Care Law, PGCE, FHEA

Timothy Whitaker, BS, EMT-P, CMTE, CHSE, CHSOS


Thursday June 22

Uttam Shiralkar, MS, FRCS, MRCPsych

Jane Nicklin

Jane Nicklin

Jane is a registered Operating Department Practitioner (ODP) an ASPiH Executive Committee member since 2013, joint Chair of the Technicians and Learning Technologists SIG and Chair of the Digital and Communications sub-committee, alongside responsibility for ASPiH Membership. In her freelance consultancy role with SimSupport, Jane continues to raise the profile and opportunities for professional development of UK simulation technicians, through supporting groups/networks in HEE localities and coordinating training days/events across the UK. Her...


Timothy Whitaker

Timothy Whitaker

Timothy Whitaker has spent 34 years in healthcare including roles in military, prehospital, and flight medicine in areas from transplant to simulation education. He has been an educator for over 20 years, including 12 years in simulation education. He has also designed and managed multiple simulation centers, curriculum and programs. Tim is a Tailored Solutions Consultant and educator for CAE Healthcare. Most recently he has been the project leader for CAE and has assisted in the development of...


Uttam Shiralkar

Uttam Shiralkar

Uttam Shiralkar is a consultant psychiatrist and surgical performance coach for more than 10 years. Before entering in to the field of psychological medicine, he qualified and worked as a surgeon in the UK and USA. The medical problems he suffered after a car accident led him to change the specialty. When he started working in psychiatry, he realised that if he knew some psychological concepts while he was working as a surgeon, his performance would...



Keynote Speakers

Keynote Speakers

We are delighted to bring three keynote speakers to this year's conference to cover the themes of simulation technologies and education strategies. More details can be found above.

Day One Technology  Workshops

Day One Technology Workshops

Day One of the conference will see a range of interactive workshops for the technological and creative minds out there. 

View Sessions

Day One Technology Workshops

Presented By: Tracy Clayton, CAE Healthcare Customer Service | Juan Muro Sans, CAE Healthcare Adjunct Faculty

Do you have a METIMan, Apollo, Athena or Lucina mannequin? This workshop will show you how to best set up the mannequin to demonstrate haemorrhage, PPH with top tips how to increase the fidelity of the experience. Join Tracy and Juan who will give you some valuable techniques on how to maximise these features and how to clean up.  If you are interested in learning how this family of mannequins exhibits these features, you are welcome to join too. Gloves provided! 

Presented By: Amanda Wilford, CAE Healthcare Academy

This interactive workshop will demonstrate using instructor driven software common recipes to aid the running of all simulator platforms whether CAE, Laerdal and/or Gaumard amongst others   Using VIVO to demonstrate how to make the patient sicker in a realistic way whether due to hypovolaemia, sepsis or a head injury for example, When the facilitator or faculty member says “can you make the patient sicker?” some useful recipes to aid the simulation based experience. This workshop will also be useful for those of you running standalone software when working with simulated or standardized patients. So if you want to know about seagulls! Join this fun session  

Presented By: Mairead O'Neil, Oxford Brookes University

Join Mairead and the team from Trauma FX to learn how to apply (and remove) hyper realistic moulage effects to your mannequins. This session will focus on burns, blisters, cuts, lacerations and other injuries. It's parctical in nature but is limited to 20 particpants on a first come first serve basis.

Presented By: Ann Sunderland, Leeds Beckett University

This interactive workshop will highlight the process of successfully integrating a learning management system into an educational setting. From choosing a system to meet your needs, through to providing transparent feedback to learners, this session looks at the pros and cons from a learner’s perspective, focusing on how this can be supported by the role of the simulation technician. If you are thinking of purchasing a learning management system or simply wish to learn from the experience of others, then this workshop is for you.

Presented By: Gareth Evans, Maudsley Simulation | Kiran Virk, Maudsley Simulation

Maudsley Simulation strive to create a wide range of realistic, mental health‑focused, scenarios that look, sound, feel, smell like the real thing. Our aim is to create immersive environments to enhance the learning objectives of our courses. This can be a challenge on a limited budget and with the limited space of our Sim centre, but the rewards are improved fidelity and greater learning.

We would like to share the various creative ways we have found to enhance the realism of our scenarios, some of the pitfalls we have encountered and some of the positive affects our efforts have had.

Presented By: Lucy Bailey, University of Portsmouth

Come outside and take a tour of the University of Portsmouth's mobile simulation command unit...

More details to follow

Presented By: Rip Gangahar, Pennine Acute Hospitals NHS Trust

Ultrasound is becoming common in healthcare practice to diagnose, screen and to undertake procedures such as line insertion.  The use of ultrasound is rapidly being adopted in primary, secondary and tertiary care settings being used by doctors, midwives, nurses, sonographers -  the whole health care team. Ultrasound although increasing in use, healthcare practitioners do need time to develop the hand – eye coordination, to interpret the image and to gain experience in how to manipulate the different probes depending on what they are using the ultrasound for. 

This interactive workshop will give you the opportunity to use a high-fidelity ultrasound simulator designed to make learning fun, engaging and intuitive.   Vimedix is a manikin-based system that allows for the development of the psychomotor skills needed to handle ultrasound probes. The innovative software tools of Vimedix accelerate the development of the cognitive skills needed to interpret ultrasound images, make diagnoses and clinical decisions.

If you want to know more about linear, convex, arrays and are intrigued, join Rip in this interactive workshop!  

Welcome Reception

Welcome Reception

Help us to Kick off HPSN UK 2017 by joining us for food, fun and drinks in the Product Showcase (Lavendar Lounge) Tuesday, June 20th at 6:30 p.m. - 8:00 p.m. and Wednesday, June 21st at 5:30 p.m. - 8:00 p.m.

Day Two Concurrent Sessions

Day Two Concurrent Sessions

Day Two of the conference will see a range of oral presentations, workshops and posters on simulation education strategies as a part of our concurrent sessions. Choose wisely.

View Sessions

Day Two Concurrent Sessions

Presented By: Joanne Jones, Imperial College Healthcare NHS Trust

Poster Presentation

To introduce basic wound care management into the Undergraduate Clinical Skill Competency programme to allow students to assess, plan, implement and evaluate a ‘road rash’ simulated wound (insitu).  Formal wound care teaching is not carried out within the Undergraduate curriculum.  Students are taught theory in a skin lecture in year 1, learn suturing in year 3 and apply dressings to wounds in primary care in year 5. However none of these opportunities include wound care management.   A study by Patel et al (2008) found that the total hours devoted to wound care education in UK Medical schools equalled 4.9 hours over 5 years.  Wound care and wound principles is usually informally taught on an ‘ad hoc’ basis.  Based on the lack of wound management training during tertiary studies (Fourie 2013), a design was submitted for School approval.

Medical students at one hospital site (n=44) were taught in an interactive 2 hour session.  This included a short theory presentation and the wearing of a ‘hybrid’ prosthetic bespoke road rash wound typically seen from falling off a bicycle.  Students worked in pairs to clean the wound using a sterile technique, irrigate, debride and dress the wound adhering to the Trust wound care dressing chart.  

Presented By: Carrie Hamilton | Gill Clarkson, SimComm Academy

Working with simulated patients/relatives (SPs) adds a dimension to education that helps to meet a number of learning objectives. The Health and Social Care Act 2012, imposes a legal duty for NHS England and CCGs to involve patients in their care. SPs, as a proxy for real patients offer significant advantages (Cleland et al 2009, May et al 2009, Wallace 2007). Rather than ‘voice behind the screen manikins’, SPs have the potential to be the highest fidelity 'simulator' (Cleland et al 2009, May et al 2009) presenting with a physical or mental illness/injury or as a relative.

This workshop will assist participants with the ‘how to’ guide to setting up and maintaining a SP programme, enabling engagement with SPs in SBE within a centre or insitu: stand-alone, hybrid or multi-modal. We will cover resource consideration, recruitment and selection, training, risk assessment and quality assurance processes.

We will demystify standards (ASPiH 2016; INACSL 2015) and frameworks (Gough 2015; Hamilton 2016) and recognise that these can help rather than hinder. Ongoing support and guidance will be highlighted.

Presented By: A Kececi, Duzce University

CPR, one of the basic psychomotor skills in the field of health care, is a method applied for sudden cardiac arrest and implemented in line with the guidelines suggested by the American Heart Association (AHA). This study was designed as a mixed method research to determine the psychomotor skill levels and experiences of First and Emergency Aid students of a Vocational School of Health Services based on the AHA CPR guidelines published in 2010. The study included a total of 49 students in their first (N: 29) and second (N: 60) years that were selected with stratified sampling. The participants performed CPR with METIman® prehospital simulator in the context of a scenario prepared following the theoretical training conducted in the department. The data collection tools used in the study were the State-Trait Anxiety Inventory, a CPR Assessment Checklist prepared by the researchers in accordance with the AHA (2010) guidelines, a form for instructors and a semi-structured individual in-depth interview form. The quantitative data collection part of the study has been completed and the qualitative data analysis processes are continuing. Descriptive statistics, inter-rater reliability test, and Wilcoxon signed-ranked test will be used for the quantitative data analysis. Finally, the qualitative data of the study will be interpreted through a content analysis.

Presented By: Val Dimmock, Homerton Simulation Centre | Dr. Kate O'Loughlin, Royal Free Hospital

This is a shortened version of the abstract – full abstract will be in the booklet

In-situ simulation is an immersive teaching modality that provides training for healthcare professionals in their own clinical environments, transferring learning to the real world. We introduced in-situ simulation to promote team working, multidisciplinary learning and reduce latent errors.   Regular multi-professional in-situ simulation sessions have been introduced throughout Homerton University Hospital NHS Foundation Trust.  These involve the multidisciplinary team undertaking training within their own environment to develop key skills, that can be incorporated into daily practice.  In-situ simulations augment the relevance of simulation training, minimising preparation time so simulations take place in worktime. Participants are briefed before undertaking the scenario which focuses on the team’s ability to manage the case utilising effective leadership and available resources.   Alongside these local developments we are a pilot site for Dr O’Loughlin’s London in-situ programme the aim being  to establish a standardised Multiprofessional Paediatric In situ (MPIS) programme.


This workshop aims to outline for you the challenges faced, the barriers, the do’s and don’ts, the pitfalls, the questions, the objections, the creativity, the resourcefulness, the inspirations and most importantly the fun we have had.

Presented By: Ayşe DEMİRAY | Ayla KEÇECİ | Meral YILDIRIM ÇETİNKAYA, Duzce University









Defined as coordinated muscle activities that are used during a job and directed by conscious mental activity, psychomotor skills are of great importance in nursing education. In nursing education, these skills are primarily learned in laboratory settings. The psychomotor skills training process needs to be well structured in the psychomotor skill laboratories so that a practitioner can combine theory and practice, thereby performing clinical practice in an effective, productive and ethical way. From this point of view, this research was designed as a mix method in order to determine the skills of nursing students in blood pressure measurement, which is an important psychomotor skill, and their opinions about the attitudes and behaviors that they experienced during the practice. The population of the study consists of 180 First Grade students, and out of those 180 students, 34 of them were chosen as a result of power analysis. METIMan© prehospital simulator will be used in the research and the anxiety level of students will be assessed through the state-trait anxiety scale (STAI) before and after the application. In-depth interviews will be carried out with students who have increasing levels of anxiety after application. During the application, students will be assessed by two independent observers and their level of psychomotor skill acquisition will be determined. Quantitative data of the study will be assessed using descriptive statistics, paired t-test, and interobserver reliability tests. For qualitative data, a descriptive analysis method will be used.




Tapler D. (2011). The Nursing Skill Laboratory: Aplication of Theory, Teaching and Technology. Martha J.Bradshaw, Arlene J. Lowenstein (Ed.), Inovation Teaching Strategies In Nursing. 6th ed. United States of America: Jones&Barlett Learning.
Elizabeth S. P. (2011). Vital Signs, Basic Nursing; 5th Ed, Mobsy Elsevier, Canada.
DeLaune C.S., Ladner K.P., (2002). Vital Signs, Fundamentals of Nursing: Standards & practise, 2nd. USA.


** The research is supported by Duzce University Scientific Research Projects Coordination Office


* Duzce University, Faculty of Health Sciences, Nursing Department

In line with professional standards and quality assurance educational institutions employ an array of assessment methods in the assessment of educational attainment. . Structured Simulated Clinical Assessment (SSCA) format is gaining momentum as a method of evaluation of health professionals’ theoretical and clinical knowledge as well as competencies. The purpose of this study is to gain an understanding of students’ opinions of undertaking an SSCA as well as the students views of SSCA’s as an objective method of assessment. Data was collected approximately six weeks post OSCA between December 2015 and June 2016 from 210 third year mixed field (adult, child and mental health) (n=215) pre-registration student nurses by means of a self-administered questionnaire. The questionnaire was designed to explore the respondents’ perceptions and experience of undertaking an OSCE as a method of assessment of theoretical and clinical knowledge as well as competencies. The OSCE scenarios were developed with a focus on leadership and management skills and approved by the school examination panel as well as external examiners. The questionnaire design consisted of twenty questions investigating students’ perceptions and experience of OSCE assessment preparation, resource and learning environment, the assessment process, organisation and management of the students SSCA, level of satisfaction with SSCA as well as assessment result. The questionnaire was constructed of a five point likert scale with ranking from definitely agree to definitely disagree. Respondents were rate their level of agreement or disagreement which best reflects their current views for their SSCA assessment. Results indicate that 59 percent of students were satisfied with the quality of the SSCA evaluation with a further 46 percent of students indicated that agreeing that SSCA are an excellent format in evaluation of their competencies. In addition, over 80 percent of student’s rate a high level of agreement with the tuition and workshops provided adequate preparation with 75 percent agreeing that as a result they know what to expect from the assessment format. In conclusion, the novel use of SSCA’s facilitates the assessment of not just knowledge but additional exploration of competencies and interpersonal skills in an objective and structured manner. 

Presented By: Richard Helyer, University of Bristol

The University of Bristol adopted high-fidelity human patient simulation for teaching key principles of physiology critical in the understanding of normal body function as the basis of disease. Simulation is embedded in curricula for biomedical sciences students as well as early-years of the medicine, dentistry and veterinary sciences programmes. We use CAE HPS, iStan and Athena running MUSE to develop accurately modelled human subjects, rather than patients to be treated.


This workshop will demonstrate how simulations based on CAE MUSE can be prepared and used to explore and shed light on underlying physiological principles sometimes considered to be difficult and obscure by some learners. We will demonstrate this with a set of subjects with acid-base disorders, using the data produced to demonstrate the underlying physiological mechanisms involved and any compensatory processes.


Workshop participants will interact by observing changes in physiological parameters and, using student worksheets, analyse data and explore physiological mechanisms. Data from each subject will be interpreted using acid-base nomograms.

Presented By: Lisa Bluff | Gillian Rayner | Leah Green, University of Salford

Simulation is becoming an accepted part of nursing education as it allows students to rehearse clinical interventions prior to entering clinical practice. Within the University of Salford, Adult nursing students are required to undertake an assessed clinical simulation in emergency and critical care. However, it became apparent that some students had a phobia of the high fidelity mannequins. A three session, intensive cognitive behavioural group therapy treatment programme was developed by two qualified therapists.  Graded exposure was utilised (Choy, Fyer& Lipsitz 2007)  and involved the development of a formulation that was specific to the phobia, exposure to images and sounds in a traditional clinical setting and then interaction with the high fidelity mannequins. Students were able to complete the module and successfully passed their assessment.


With the rise of high fidelity simulation in healthcare education (Aebersold & Tsschannen 2013) it is conceivable that this type of phobia will become more apparent. A rapid evidence based treatment programme can be invaluable for healthcare educators to support students who may be experiencing fear anxiety related to simulation. 

SUMMARY: as with any education or training tool, simulation can be done well or not so well.  This session will explore the ways in which simulation can actually have an adverse effect on the performance of the learners at any level—to the point of affecting patient outcomes and negatively impacting patient safety.  Additionally, the principles that can guard against “bad” simulation that creates these training scars will also be discussed and explored.


There is an overwhelming amount of evidence supporting the concept of simulated practice (1), however, the bulk of published research in this field, focuses on medical and undergraduate nursing and concentrates largely on how participants feel about undergoing SBE and its effects on clinical competence and confidence (2, 3). Utilising the T-phases of translational health research, this relates to T1 and T2 evaluation (1). There is minimal published research around T3 outcomes using SBE, i.e. how using this pedagogy translates to patient outcomes. Evidence suggests that one of the barriers to undertaking such research at this level, is knowing where to start with regards to measuring patient outcomes(4). It is hoped that this workshop will provide a basic platform from where to begin.



Designed for novice researchers, this short workshop will use a case-study approach to identify strategies for measuring patient outcomes following SBE. Starting with identifying what the desired patient outcomes would be, rather than developing the simulation activity, this back to front approach aims to promote discussion, creative thinking and patient-centred care.



Background Health educators of inter-professional simulation play a vital role in communicating the importance of valued, impactful inter-professional team dynamics; and the influence this has upon patient care. This study aims to contribute to current epistemological understandings of health educators’ perceptions and experiences around designing and delivering inter-professional simulated learning experiences to students at undergraduate level. Postulations from this study are intended to enhance future inter-professional simulation design and its impact on student learning.


Method Health educators[1] (n=4) at an Irish University [2]who developed and delivered an inter-professional simulated learning experience, participated in a 1 hour focus-group. Perceptions and experiences of health educators were captured using a semi structured interview guide. Data is currently being analysed using Thematic Analysis through NVivo 11.


Results Preliminary results indicate how health educators’ perceptions of simulation may influence facets of simulation development within an educational institution; such as ‘professional buy-in’ and ‘access to supportive resources’. Also, categories of potential barriers and facilitating factors in the delivery of simulation were highlighted; including ‘skills and training’.


Conclusion Analysis is ongoing, final assumptions based on the dataset will be established May 2017.


[1] From Medicine; Occupational Therapy; Speech and Language Therapy; and General Nursing

[2] At the School of Nursing and Midwifery, Aras Moyola, National University of Ireland, Galway

Presented By: Clare Cann, Cardiff University

Clare Cann*, Terence Canning, Paul J. Frost

School of Medicine, Cardiff University



Cardiff University encourages engagement with their communities1. Patient stories are a powerful and provocative way for healthcare professionals (HCP) to understand the impact of illnesses and  healthcare2.  We invited people who had experienced sepsis to share their stories with HCPs in a symposium designed to improve the care of patients who present with this devastating condition.


We designed our annual ‘Acute Care Teaching and Simulation Symposium’ , programme around the theme of sepsis (June 2016). The programme included three, simulation scenarios which demonstrated the healthcare journey of a patient suffering from sepsis due to pneumonia. Scenario 1 was of the initial presentation to the GP’ surgery. Scenario 2 was of the patient’s transfer to and assment in the accident and emergency department. Scenario 3 was of the patient’s on-going management in the intensive care unit. Each scenario was followed by a short tutorial and Q & A session with the relevant specialists (GP, emergency physician and intensivist) respectively. The next session was dedicated to patients stories, these were delivered by a man who had survived an episode of severe uro-sepsis, his wife, and the brother of a man who had, unfortunately died from sepsis.  (Following this session time was allowed for questions). These speakers were also part of a panel which included medical experts for a Q&A session which concluded the symposium.  An evaluation form with 9 questions was distributed to all attendees at the end of the symposium. The questions were scored using a six point Likert scale (0: not at all – 5: very much indeed). Attendees were asked, `What did they like most about the Symposium?’.


We collected 44 responses. Responses were overwhelmingly positive across all questions, The patient`s perspective session scored highest (see Graph 1). The most `liked session’ was overwhelmingly that of the patients perpective, 32 of 39 responses.  

Key messages

Simulation was an effective way to demonstrate the healthcare journey of a patient with sepsis and was well  received by an audience of HCP’s. Attendees particularly valued real experiences of sepsis described by ex-patients and relatives. We plan to routinely incorporate patient stories in future symposiums.



1. http://www.cardiff.ac.uk/about/our-profile/our-values/engagement  accessed 27.01.17

2. https://www.patientstories.org.uk/about/  accessed 26.01.17

Presented By: Jane Nicklin | Susie Howes, ASPiH

 The recently published ASPiH Standards provides a framework and guidance on the design, support and delivery of quality simulation-based education.


The workshop will provide;

  • a short overview of the journey leading to development
  • define the structure and key content
  • explore its application and utility


Delegates will have the opportunity to study the Standards Framework & Guidance and engage in interactive discussion on its relevance to their organization, their skills and simulation facility and the wider simulation community.

Structured group activities using practical exercises and case studies will explore the scope, utility and benefits of the Standards to better support those coordinating and providing simulation-based education i.e. faculty, technicians, administrators and managers

Presented By: Eszter Borján, Semmelweis University

The first high-fidelity simulator arrived at the Semmelweis University, Faculty of Health Sciences in 2007. At that time started that still ongoing developing work that aims to create the optimal practice of simulation education. We have experienced all the advantages of simulation in healthcare education so our dream came true when we have received Lucina (in 2016) and we could start the practice with her. The purpose of this presentation is to illustrate the integration of birthing simulator into the curriculum of different education programs (e.g. midwifery, nursing, paramedic, and medical students) and to show our current practice in the field of obstetric simulation. 

Presented By: Amanda Miller | Lee Forde, University of Salford

Poster Presentation

Simulation-based education is embedded in numerous undergraduate, postgraduate and post-qualifying modules at the University of Salford (UoS) and is embraced as an innovative method of teaching and learning in health and social care curricula.

In 2015, at the UoS, a project to develop a state-of-the-art clinical simulation suite commenced. The aim of the project was to develop a multi-functional suite to replicate a real hospital environment and provide a supportive learning environment for students. A team of academics in the School of Nursing, Midwifery, Social Work and Social Sciences worked in partnership with architects with experience in creating healthcare settings, with the objective of designing a realistic environment to enable learners to become fully immersed in a clinical scenario. David Gaba, the proponent of simulation, advocates that simulation should replicate significant elements of the real world in a fully interactive manner (Gaba, 2004).

Two self-contained, swipe access suites were created: the nursing suite and the midwifery suite. The nursing suite consists of an adult bay, children and young people’s bay, two side rooms, bathroom, treatment room, day room and nurse’s station. The midwifery suite comprises two ward areas, a delivery room and home birthing area. All the fixtures, fittings and décor are in keeping with those found in modern hospital and include emergency and nurse call buzzers, simulated oxygen and suction ports and bed lights. The nine human patient simulators (HPS) are operated by experienced technicians from spacious control rooms within the suite. The highly advanced audio-visual system enables observation throughout all the areas of the suite and the remote provision for the voice of the HPS’.

The AV system is networked to enable streaming to classrooms which facilitates peer review and scenarios can recorded and played back, particularly useful during the debriefing process. Debriefing is an essential component of simulation based education and Dreifuerst (2009) suggests that debriefing draws out student thinking and assists in the development of complex decision-making skills. The dedicated debriefing room is also equipped with the AV system and thus allows for facilitators to review the debriefing. In turn, an immersive interactive system in the suite enables any environment to be created by projecting images/videos on to the walls and floor, further enhancing the learning opportunities within the suite.

Nursing students who have used the suite have responded positively to the environment. All simulation sessions are evaluated and students have commented positively about the authenticity of the environment and the positive impact that this has had on the learning experience. 


Neil Withnell, Louise Yuill and Bernard Seddon

Presented By: Ukke Karabacak | Vesile Unver | Esra Ugur | Vildan Kocatepe | Nermin Ocaktan | Elif Ates | Yasemin Uslu, Acibadem University

Aim: This study has been conducted to evaluate the effect of simulation based learning on self efficacy and performance of first year nursing students.

Material, Method: This semi experimental study has been conducted between March – April, 2017 with nursing department’s first year nursing students (n=65). This study was approved by the ethical review boards at the authors’ institution. Self Efficacy Scale, Performance Evaluation Checklist and Proficiency Assessment Form (VAS) were used in data collection. The study has been conducted as scenario based simulation application after the laboratory studies on safe patient transfer. Before and after the scenario, students' self-efficiency levels and self- evaluations about scenario goals were assessed. The performances were evaluated by facilitators by observation during scenario and with video recording afterwards. The obtained data were analyzed using SPSS 18.0.

Results: Students’ self efficacy perception was found to be high (52.68±10.19) before the scenario but they perceived a lower self efficacy (49.59±12.90) after the scenario where a real hospital environment was fictionalized. No statistically significant difference has been found between students’ self efficacy levels and their performance before and after the scenario (p>0.05). Statistically significant difference (t=2.04;p=.001) between two self efficacy scale results was considered as the reality of the hospital environment’s simulation and students having no idea about the challenges they may face, feeling themselves in a clinical setting and practicing alone.

Result: When real and realistic clinical environments are considered to cause the student difficulty in coping and a drop in their self-efficacy; it is recommended to empower students with various and repeated number of scenario activities before clinical practice in order to successfully perform the nursing role performance.

Presented By: Linda Ní Chianáin, National University of Ireland, Galway


Inter-professional simulation involves more than one healthcare discipline which mirrors clinical practice. This presents many issues from establishing a team, to formulating the scenario to implementing.


A reflective account on developing inter-professional simulation aims to assist academics and healthcare professionals to recruit, formulate and develop their own inter-professional simulation. This reflective account involved four healthcare disciplines – medicine, nursing, occupational therapy and speech and language therapy. 


Will highlight the facilitators and barriers to developing an inter-professional simulated scenario and the process of implementing this.


Inter-professional simulation has specific needs to be considered in order to overcome its challenges.

The aim to the current study was to identify learning styles of second grade nursing students and establish the relationship between their pre-simulation anxiety and learning levels and learning styles.

This study, which is a descriptive and comparative study, was performed on the sample group (N=60) with specified criteria in Acibadem University Faculty of Health Sciences Department of Nursing.  Before data collection, the students were informed about the aim of the study and signed informed consent form.

Within the scope of the curriculum, the students were taught theoretical subjects (Labor management and care of the newborn at birth) related to Women /Child Health and Diseases Nursing courses and skills training activities were performed in simulation laboratory in line with the theoretical courses.  After these steps, a simulation design covering both courses, which has common goals, was developed and applied.

The data were collected by researchers using appropriate scales (Kolb's Learning Styles Inventory Based on Experiential Learning Theory-III Scale, State and Trait Anxiety Scale), tests (pretest, posttest) and control list about labor management and care of the newborn at birth.  The findings were accepted to be significant at p<0.05 level in 95% confidence interval.

Mean age of the students in the sample group was 19.97±0.90. Most of the students (81.6%) were diverging, 11.7% were assimilating and 6.7% were accommodating. Immediately before simulation, the students' mean state anxiety score was 37.93±6.21. In the pretest prepared for simulation targets, the students' mean score was 51.50±16.96 and their mean posttest score was 54.17±15.22. The mean total score from perceived learning scale was 35.45±5.12. No statistically meaningful difference was found between the students' anxiety level by learning style, pretest/posttest scores and perceived learning total score (p>0.005).

The results suggest that the majority of students have diverging learning style and their anxiety levels do not change by learning style, while their pretest/posttest results and perceived learning levels show that the simulation provided equal level of learning.

Presented By: Jacqueline England, University of Bedfordshire

The team at the University of Bedfordshire are currently conducting research into a debriefing tool designed by Jacqueline England, Dr Mark Wareing and Dr David Mathew. The tool has been used by small groups of midwives and Operating Department Practitioners. Other groups of nursing students will be introduced to this later in the year.

The research involves the use of Learning Space to record planned simulation sessions with prior access to scenarios before the recording. The analysis of the recordings focused on the quality of use of the tool to debrief the students using an SBAR handover to review their performance during the scenario. Further analysis is being undertaken of the quality of reflection and planning of future learning.

It is evident that, even though Faculty have a PGCTHE there is a distinct lack of understanding of the techniques of facilitation and the art of debriefing. To this end a plan has been made to review with both the Principle Lecturer for Teaching and Learning and with the Centre for Learning Excellence as to how the School can improve these skills for use in the School of Healthcare Practice and, potentially, the wider University .

By employing both the INACSL (2015) and ASPiH (2016) standards we are expecting to develop Faculty to ensure a better Simulation experience and learning opportunities for all.

Presented By: Joao Almeida, Medsimlab

Poster Presentation

Purpose and learning objectives

Presently, there is a lack of validated scientific resources for advanced training of healthcare professionals and improvement of the clinical care concerning infectious and tropical diseases, namely in developing countries.

SimTropic seeks to develop an educational module software for high-fidelity manikins comprising 10 simulated clinical scenarios on the topic. Strongly supported on real medical cases by field experts, it aims better guidelines compliance and therapeutic efficiency on these diseases focusing on clinical outcome and professionals/patient’s health quality.


Design and methodology

Physiological modelling of 10 different clinical scenarios were developed by an multidisciplinary team of MD’s, RN’s and Biomedical Engineers. The integration and technical programming of the clinical and educational contents is based on the evolutive stages and physiological and pharmacological variables of each one. 


Summary of results

An exhaustive literature review and a list of physiological variables were completed, including heart and respiratory rate, pulse oximetry, blood pressure, cardiac and respiratory sounds, body and blood temperature. At the present stage of development, a set of templates for each clinical case is already complete, including Zika, Enteric fever, Amebic liver abcess, Urinary schistosomiasis, Filariasis, Acute Chagas Disease, Dengue, Malaria, Chikungunya, HIV, African tripanosomiasis, Crimean-Congo haemorrhagic fever and Tuberculosis. 

Presented By: Liam Wilson, Nothern Lincolnshire and Goole NHS Foundation Trust

Poster Presentation

Aim: To create a functional program for 3rd year Nursing Students with simulation as preparation for practice upon qualification.

Introduction: Following success in doing similar program with the 5th year medical students, DaSH met with the Continuous Professional Development Team to implement a plan to deliver simulation scenarios with theory for the nursing students which would be beneficial for their learning.

Method: The plan has been to have each student undertake a scenario individually to hone their deteriorating patient skills. This will be done on a simulated ward environment and would have differing types of specialty scenarios (Medical, Surgical etc…). These scenarios would be spread amongst five full days in the summer of 2017, and a faculty has been created to ensure scenarios are pertinent to relevant clinical skills. The faculty consists of nurses and the simulation team DaSH.

Discussion: DaSH’s ambition is to ensure simulation is available for all students during their placement to encourage their later commitment to the organisation. DaSH was only created in 2015, but Simulation is now part of the trusts vision and values going forward.

Since then, DaSH have delivered scenarios to over 950 learners (of which 180 are students). 

Presented By: Liam Wilson, Northern Lincolnshire and Goole NHS foundation Trust

Introduction: A Simulation Scenario was delivered, following identification of latent risks in the Retained Swab Never Event and using them in the prevention of further risk and introduction of positive changes within the organisation.


Method: Since 2011, there have been three retained swab never events, all within Maternity Services. This informed the development of a scenario based on the lessons learnt from the Never Event, and improvements made to ensure that such an event never happens again.


The scenario comprised of three stages to include swab checking procedures for normal vaginal delivery, fetal blood sampling, and perineal repair. These three areas had been highlighted as ‘at risk’ areas for retained swabs following the investigation of previous incidents, and therefore the action plan focused on improvement in these areas.


Results: The Retained Swab Scenario found that although policies and procedures for swab checking had changed; they were not fully embedded. Swab counts were observed as being completed, however, there was a lack of documentation boards and clear trays were not always adhered to. The scenario enabled the service to focus on these areas in order to make further improvements in care provision, and ensure safe care is always provided.

Poster Presentation

Using professional actors in high fidelity simulation has traditionally been used in small immersive groups so that everyone can participate and practice their skills. However, this is costly, staff intensive and unsustainable.   Our project delivered a three hour dementia session, using a professional actor to portray someone with dementia. The compulsory session was delivered to all the second year pre-registration health and social care students as part of the mandatory dementia syllabus. Students learned in their cohort group and the group size was dictated by this.  The smallest group was 19, and the largest 110.  Students were offered the opportunity to participate in scenarios and practice communication skills with the actor, or to remain an audience member with responsibility for participating in discussions with people around them and feeding back to the larger group. Two evaluations points of the large group simulation occured; one immediately after the session, when students were invited to complete an online evaluation, and then students were also be invited to participate in a focus group no more than 8 weeks after the session.

This poster presentation will share the current work-in-progress and show how the process of action research unfolded. It is expected that the final data analysis will be complete by early 2018.

Presented By: Ellen Duke, Evelina London

Poster Presentation

We recognised a need to make maximum use of the time we have with our candidates when delivering simulation training. Through innovation a multidisciplinary team developed a learning needs analysis to extrapolate the decision making of the delegates prior to the course.

The course was developed to use the learning needs analysis to directly guide the teaching content. This provided a springboard from which to deliver a clinical seminar and explore how decisions are made in respect to an acutely unwell child. 

The key learning outcome was for the candidates to critically analyse information to make decisions that lead to safe and effective outcome for patients in a level 1/2 paediatric critical care unit (HDU). The scenarios were written to challenge decisions of even the most adept decision makers and were able to be altered in real time according to the needs of candidates. A workshop on decision making tools, including FORDEC and PACE graded assertiveness was delivered with discussion around clinical application. 

Our poster presents the pre and post course feedback gathered either side of the course days. Interim review of the data gathered from the LNA will be presented at the time of the conference 

Day One Round Table

Day One Round Table

The closing session of the first day invites you all to discuss the creation and facilitation of a simulation facility. There will be some great experience in the room and our volunteer knights are from St Georges Hospital, University of Portsmouth, the General Medical Council and the University of West London


Travel Details

DoubleTree by Hilton Hotel Nottingham - Gateway offers a peaceful retreat in a natural wildlife haven and is three miles from the city center


Nuthall Road, Nottingham
NG8 6AZ, United Kingdom 

TEL: +44-115-9794949

For more details on how to reach the DoubleTree by Hilton Hotel Nottingham-Gateway- please click here 
Please note there are 250 free parking spots available to delegates on the site. 

Travellers from afar:

By Air:

If you are traveling by air-there are a few airports that service the Nottingham area.

East Midlands is 15 miles from the hotel and estimated 20 minutes away.

Birmingham Airport is 50 miles from the hotel and estimated 50 minutes away.

Doncaster Sheffield Airport is 49 miles from the hotel and estimated 60 minutes away. 


By Train:

If you are traveling by train- please note that the Nottingham Train Station is a taxi ride away. The estimate price for a taxi is about £8-£12. For information and schedules - click here

If you are traveling by the Nottingham Tram- please note that the cloesest stops to the hotel are Cinderhill and Phoenix Park.   Please note that you must purchase your tickets before boarding on their website


By Bus:

If you are traveling by bus The No 1 bus goes from the hotel to Victoria Bus station in the city centre. For information and schedules - click here


By Coach:

If you are traveling from Central London an alternative to the train would be the Oxford Tube coach, a service which departs every 10 minutes or it's rival bus service the X90

Hotel Details

The official venue and conference hotel for HPSN UK 2017 is DoubleTree by Hilton Hotel Nottingham-Gateway. Special conference rate of £115 B&B.  Group Code: CAE17

DoubleTree by Hilton Hotel Nottingham - Gateway
Nuthall Road, Nottingham
NG8 6AZ, United Kingdom 
TEL: +44-115-9794949
FAX: +44-115-9797167


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Representative of a range of business entities and concerns, from corporate and governmental to private, public and not-for-profit, our sponsors provide the encouragement and assistance that helps HPSN deliver simulation-based learning and networking opportunities to the worldwide healthcare community. This year’s Human Patient Simulation Network Annual Conference (HPSN World 2017) provides several sponsorship opportunities to not only generate increased awareness for your products and services, but it also communicates a strong commitment to the guiding principles behind healthcare simulation.

Sponsorship Benefits

Sponsoring an HPSN World 2017 event will speak volumes to attendees, customers and potential investors about your company’s dedication to supporting simulation-based medical education for improving patient care. HPSN World 2017 offers tiered sponsorship opportunities to suit any budget. Contact us for details on Sponsorship Bundles to maximize the exposure of your brand.

Your logo on HPSN.com for one year
Multiple conference branding opportunities
Prominent listing as "Official Sponsor" of HPSN World 2017

Contact: Debra Roehl        Email: debra.roehl@cae.com        Tel: (941) 536-2850        Fax: (941) 377-5532        Attn: HPSN 2017 Convention SPONSORS


Representative of a range of business entities and concerns, from corporate and governmental to private, public and not-for-profit, our sponsors provide the encouragement and assistance that helps HPSN deliver simulation-based learning and networking opportunities to the worldwide healthcare community. This year’s Human Patient Simulation Network Annual Conference (HPSN World 2017) provides several sponsorship opportunities to not only generate increased awareness for your products and services, but it also communicates a strong commitment to the guiding principles behind healthcare simulation.

Exhibitor Benefits

Exhibiting at an HPSN World 2017 event will speak volumes to attendees, customers and potential investors about your company’s dedication to supporting simulation-based medical education for improving patient care. HPSN World 2017 offers tiered sponsorship opportunities to suit any budget. Contact us for details on Sponsorship Bundles to maximize the exposure of your brand.

Access to more than 700 potential customers
Dedicated exhibit times
Daily traffic-boosting events

Contact: Sylva Sochor        Email: sylva.sochor@cae.com        Tel: (941) 536-2845        Fax: (941) 377-5532        Attn: HPSN 2017 Convention EXHIBITS