Simulation education is currently flourishing in the United States and around the world. Simulation technology has improved, and its costs have dropped. When faced with demands for more accountability for quality education and increased enrollment, disciplines and specialties are embracing the idea of simulation as a valuable tool. Frequently, institutions develop simulation programs based on a narrow understanding of the technology and teaching potential of this tool. The purchase of simulation equipment often precedes the development of a sound program “vision” and plan. Only after understanding the tools and equipment can a meaningful plan be developed. This article introduces and clarifies the different types of simulation equipment, and attempts to make sense of the roles and limitations of these technologies. It is through this knowledge that educators and program directors can best develop programs that are educationally meaningful. Similarly, a good understanding of simulation technology and terminology will likely lead to more thoughtful and cost-effective purchases.

Simulation education is becoming increasingly popular. Many institutions and programs find themselves in a situation where they have an identified need for the simulation education but few resources to reference. Most programs purchase first and ask questions later, leaving faculty with equipment with which they are unfamiliar and few, if any, resources to contact. Developing a simulation program involves more steps than one would think. Developing a vision and business plan are paramount. Only with a well-developed business plan will decision maker buy-in occur. Consideration must also be given to facility construction or renovation, equipment purchase, faculty development and training, and most important, curriculum development. These steps are not intuitive. This article describes these steps in a concise and manageable way and is intended to serve as a template that hopefully will increase the likelihood of developing successful and efficient simulation education programs.

A pandemic has sent the world into chaos. It has not only upended our lives; hundreds of thousands of lives have already been tragically lost. The global crisis has been disruptive, even a threat, to healthcare simulation, affecting all aspects of operations from education to employment. While simulationists around the world have responded to this crisis, it has also provided a stimulus for the continued evolution of simulation. We have crafted a manifesto for action, incorporating a more comprehensive understanding of healthcare simulation, beyond tool, technique or experience, to understanding it now as a professional practice. Healthcare simulation as a practice forms the foundation for the three tenets comprising the manifesto: safety, advocacy and leadership. Using these three tenets, we can powerfully shape the resilience of healthcare simulation practice for now and for the future. Our call to action for all simulationists is to adopt a commitment to comprehensive safety, to advocate collaboratively and to lead ethically.

Simulation education provides many new learning opportunities to healthcare training. This article delineates a method that utilizes a variety of teaching methods that include structured lecture-based education, active simulation-based education, and reflective inquiry. A course in pharmacology is used as an example to show how these different methods can be employed to offer students an immersive experience that reinforces traditional lecture-based learning. The paper is presented in such a way that it is easily applied to multiple situations and includes schematics, evaluation data, and equipment lists. Evaluation data strongly supported the continued use of this methodology.

Background: Due to coronavirus disease 2019 (COVID-19), in-person educational activities were suspended across the globe throughout 2020. In health care education, this required a swift, creative response to maintain the flow of trained clinicians into the workforce without compromising the integrity of core learning outcomes. Early during the pandemic, remote synchronous simulation emerged as a compelling focus of the overall strategy. Method: At one large health sciences university in the northwestern United States, family nurse practitioner faculty worked closely with the Simulation Operations team to plan, deliver, and assess a pilot tele-OSCE (objective structured clinical examination). Results: In postevent debriefs and surveys, both standardized patients and students affirmed that the activity was generally safe, accessible, and high value. Conclusion: With appropriate planning, consensus building, and technology readiness assessment, tele-OSCEs can play a critical role in sustaining the flow of health care students into the workforce during a pandemic. [ J Nurs Educ . 2022;61(2):107–110.]