Simulated Practice Learning

Fifty percent of a nursing degree is delivered through clinical placement, and all student nurses must complete 2,300 hours of placement to graduate and register as qualified nurses (NMC, 2023) so it is an integral part of their university experience. During the COVID-19 pandemic, this essential component of the curriculum was severely disrupted on a national level. Many learners across the world were unable to attend placements due to self-isolation or capacity constraints, and first-year students across England were removed from placement entirely. This posed a critical threat to learner progression, confidence, and creation of the future nursing workforce. This required a radical rethink of the way we deliver practice-based learning in the UK order to ensure learners to complete their course. In response, I led the development and implementation of a large-scale simulated placement programme at Sheffield Hallam University (SHU, 2025), ensuring that over 3,000 nursing students could continue to develop essential clinical skills and graduate on time. This served as an exemplar which has been replicated at other HEI’s across England, and is now an enduring and integral part of our nursing curriculum.

Aim of the case study

This strategic leadership took the form of:

• Establishing a shared vision and pedagogical framework
• Creating the infrastructure- Blackboard sites, assessment documentation, uniform policy, non-credit bearing modules, timetabling policies, placement allocation plans, communication channels
• Recruiting and mentoring early-career academics in simulation pedagogy
• Supporting colleagues through peer observation and feedback
• Advocating for the legitimacy of simulated placements within the institution and sector nationally (Saunders and Kirkham, 2021)
• Chairing a cross-college steering group to ensure an excellent teaching and learning experience

Despite initial sector-wide hesitation, I championed this innovation to ensure our learners could progress and contribute to the NHS during a time of national need.

Benefits of the case study

This experience deepened my understanding of pedagogical leadership in times of crisis. It reinforced my commitment to inclusive, student-centred innovation and the importance of supporting colleagues through change. The simulated placement model I developed is now a permanent feature of our curriculum, experienced by 1,000-1,200 students annually. Through this work, I have demonstrated sustained strategic leadership, institutional and sector-wide impact, and a commitment to enhancing teaching and learning in higher education.

Approach Taken

I designed synchronous and asynchronous simulated placement modules at each level of study (4-7), mapped them to level specific proficiencies which learners would be assessed against, and then led a cross-department team of academics and technical staff to co-design the simulated placements. The simulated placements were designed to replicate a 38.5-hour clinical working week, with learners able to claim up to six hundred hours across the duration of their whole course. I ensured the programme was:

• Mapped to clinical proficiencies (e.g., vital signs, end-of-life care, communication)
• Suitable for learners from adult, child, mental health and learning disability fields of nursing.
• Learner-centred, with a focus on confidence-building, inclusivity, and clarity
• Ensured robust learner support mechanisms were in place for any queries or issues.
• Inclusive and met the needs of all learners, including those with additional learning needs
• Aligned with NMC emergency standards and institutional quality assurance processes

Inclusivity was at the heart of my simulated placement model, and I was committed to ensuring that every level of the program reflected this, and that staff felt supported to deliver inclusive simulated placement content. I focused on supporting staff to decolonize the teaching materials e.g. case studies and scenarios, and incorporating diversity into our simulation mannequins, actors, and clinical skills kits. I encouraged staff to put forward kit requests so that we could purchase mannequins that represented different ages, ethnicities, and physical abilities. I led on a bid for funding from NHS England to purchase equipment and manage the spend. After supporting, influencing, and encouraging staff, I sent team members to a national simulation conference (ASPIH), and they returned with requests which led to the purchase of the UK's first transgender simulation mannequin and mannequin with Down's Syndrome. I also encouraged them to ensure that task trainers, such as cannula arms and resuscitation dolls, in a range of skin tones were used in teaching.

Outcomes and Impact

The implementation of simulated placements was crucial for nursing education because it addressed the growing need for immersive, experiential learning that mirrors real-world clinical environments. By leading the initial virtual implementation in January 2021 and transitioning to on-campus delivery as soon as possible, I ensured continuity and innovation in practical learning during a disruptive period. The integration of virtual reality, digital learning packages, and high-fidelity simulation scenarios provided students with safe, realistic, and engaging opportunities to develop clinical skills and critical thinking. Structured debriefs and reflective practices embedded in every session further distinguished this approach from traditional practicals, fostering deeper learning and self-awareness.

My goal was to embed simulation as a core, shared responsibility within the curriculum at Sheffield Hallam, rather than a niche area managed solely by myself. Recognising the scale of this cultural shift, I proactively supported colleagues across Nursing and Allied Health to build confidence and capability in simulation-based education. This collaborative approach was essential to ensure sustainability, scalability, and long-term impact on student outcomes. In order to realised this goal organized a series of online staff seminars with guest speakers who had expertise in relevant topics including simulation, VR, and inclusive learning. This not only informed our practice but also empowered staff to explore new methodologies and improve the learning experience for a diverse group of learners, because I have empowered our academic team to grow in confidence.

Future Developments

Beyond Sheffield Hallam, I identified opportunities to contribute to the national and international development of simulated placements by:

• Presenting at international conferences
• Contributing to national working groups and guidance documents
• Publishing on simulation-based education
• Supporting other institutions in developing their own models

Recommendations

My sustained leadership of simulated placements has transformed how we prepare nursing students for the workforce. Simulated placements are now a permanent feature of our curriculum, experienced by 1,000-1,200 learners annually. They have improved learner confidence, competence, and readiness for clinical practice.

Reflecting on this journey, I recognise how my academic development, leadership, and commitment to innovation have enabled me to drive institutional and sector-wide change. I remain committed to advancing simulation pedagogy and supporting others to deliver high-quality, workforce-focused education.