Healthcare Simulation Standards

Healthcare Simulation Standards promote, guide, and maintain a safe, competent clinical practice. Professional clinical standards can be set through state and national licensure boards, certification boards, accreditation, and credential organizations. The purpose of these clinical simulation standards is to promote best evidence-based practices for all stakeholders to promote learning and professional development in a psychologically safe environment. Multiple professional organizations have developed healthcare simulation standards to promote best practices in clinical simulation programs. Each organization’s simulation standards will be reviewed.

International Nursing Association for Clinical Simulation and Learning (INACSL) Healthcare Simulation Standards of Best Practice

The International Nursing Association for Clinical Simulation and Learning (INACSL) developed the “INACSL Standards of Best Practice: Simulation” in 2011 to advance the science of simulation, share best practices, and provide evidence-based guidelines for implementation and training. Developing a set of best practices can help any healthcare simulation flourish, as these guidelines help promote successful learning and training outcomes. These Standards were updated in 2013, 2015, 2017, and 2021. In 2021, the name of these Standards changed to the Healthcare Simulation Standards of Best Practice:

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Professional Development
Prebriefing
Simulation Design
Facilitation
The Debriefing Process
Operations
Outcomes & Objectives
Professional Integrity
Simulation-Enhanced-IPE
Evaluation of Learning and Performance

View the INACSL Healthcare Simulation Standards . Each Standards Citation is individual. Citation: Watts, P., Rossler, K., Bowler, F., Miller, C., Charnetski, M., Decker, S., Molloy, M., Persico, L., McMahon, E., McDermott, D., Hallmark, B. (2021). Preamble. Clinical Simulation in Nursing.

Association of Standardized Patient Educator (ASPE) Standards

Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP) were developed in 2017 for those working with clinical human role players who interact with healthcare learners in a wide range of experiential learning and assessment contexts. The ASPE SOBP are intended to be used in conjunction with the International Nursing Association for Clinical Simulation and Learning (INACSL) Healthcare Simulation Standards, which address broader simulation practices.

Safe Work Environment: It is incumbent on simulation educators to ensure that all stakeholders—SPs, learners, faculty, patients, or program staff—have a safe psychological and physical learning environment.
Case Development: Curricular or programmatic goals drive teaching and evaluation activities, and the design and development of materials required for SP-based contributions to these activities are critical aspects of the SP educator role.
SP Training: SP training prepares SPs to portray roles, give feedback, and complete assessment instruments.
Program Management: SP programs are responsible for quality management practices, including quality planning, quality assurance, quality control, and quality improvement.

View the ASPE Standards . Citation of the SOBP: Lewis, K.L., Bohnert, C.A., Gammon, W.L. et al. The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP). Adv Simul 2, 10 (2017).

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Association of Standardized Patient Educators (ASPE) Gynecological Teaching Associates and Male Urogenital Teaching Associates (GTA/MUTA) Standards

Gynecological Teaching Associates (GTAs) and Male Urogenital Teaching Associates (MUTAs), individuals who instruct learners to conduct breast, pelvic, rectal, urogenital, and prostate examinations, are two examples of the application of SP methodology. Gynecological Teaching Associates (GTAs) and Male Urogenital Teaching Associates (MUTAs) teach learners to perform accurate and respectful breast, speculum, bimanual vaginal, rectal, urogenital, and prostate examinations.

Safe Work Environment: Physical and psychological safety is critical in all working and learning environments. However, it is especially critical when instructing learners to conduct sensitive examinations as GTAs/MUTAs do.
Instructional Session Development: While the ASPE SOBP Domain 2 focused on Case Development, GTAs/MUTAs primarily participate in instructional sessions, as opposed to portraying cases, indicating the need for a shift in terminology.
GTA/MUTA Training: Training may be accomplished in various ways, depending on the program goals.
Program Management: Many GTA/MUTA programs exist within broader SP and/or simulation programs. The broad program should follow standard business processes and procedures regardless of their institutional affiliation or location.

View the ASPE GTA/MUTA Standards . Citation of the ASPE GTA / MUTA SOBP: Hopkins, Holly, et al. “The association of standardized patient educators (ASPE) gynecological teaching associate (GTA) and male urogenital teaching associate (MUTA) standards of best practice.” Advances in Simulation 6.1 (2021): 23.

Association of Simulated Practice in Healthcare (ASPiH)

ASPiH Standards were developed in 2016 and updated in 2023. The revised ASPiH Standards focus on elements and principles of theory and evidence-based practice applicable over the broad spectrum of simulation in health and care as a guiding compass for decision-making as an educator. The ASPiH Standards for Simulation-based Education in Healthcare are:

Faculty Development: focus on a safe learning environment to promote self-reflection, continuing professional development, and competent in the process of debriefing.
Technical Personnel: simulation technicians and technologists working towards or have obtained registration with the Science Council.
Program: Simulation-based education is aligned with formal curriculum mapping or needs assessment analysis in clinical or educational practice, patient-centered and simulation-based education design has oversight by a faculty with simulation expertise to remain current, and regular evaluation of faulty and program.
Assessment: assessment is based on learning outcomes for knowledge, skills, and attitudes for professional curricula, maintains psychological safety, and faculty responsible for patient safety and concerns regarding learning performance.
In Situ Simulation: clearly defined objectives to achieve individual, team, unit, and organizational competencies, activity is delivered authentically based on local processes and procedures, and faculty are proficient in topic and simulation.
Resources:
- Simulation Facilities and Technology
- Management, Leadership, and Development

View the ASPiH Standards . Citation for the ASPiH Standards: Diaz-Navarro C, Laws-Chapman C, Moneypenny M, Purva M. The ASPiH Standards – 2023: guiding simulation-based practice in health and care. Available from

Society for Simulation in Healthcare (SSH) Accreditation Standards

SSH has established Standards to achieve recognition for a healthcare simulation program through SSH Accreditation to set the program apart by becoming an SSH Accredited Program. SSH Accreditation is a peer-reviewed, customized evaluation of a healthcare simulation program. The SSH Accreditation Standards examine the simulation program’s processes and outcomes in assessment, research, teaching/education, and systems integration. These Standards are updated regularly, with the last update in 2021. Standards are available for each area of accreditation

Core Standard
Assessment
Research
Teaching/Education
Systems Integration
Fellowship

Society for Simulation in Healthcare (SSH) Certification Standards

SSH offers multiple certifications and advanced certifications for healthcare simulation professionals. The Society for Simulation in Healthcare Certification Council’s vision is to foster excellence in healthcare simulation internationally through certification. The Council’s mission is to promote competence, recognition, and development of healthcare simulationists through standards and processes for certification within the global healthcare simulation community. View the SSH Certification Standards .

Certified Healthcare Simulation Educator: Certified Healthcare Simulation Educator (CHSE) and Certified Healthcare Simulation Educator – Advanced (CHSE-A) are certifications available from the Society for Simulation in Healthcare (SSH). There are four domains on the CHSE Examination Blueprint. The domains are weighted as relevant for the healthcare simulation educator. Each domain has specific criteria to be evaluated to meet the minimum requirements to become a CHSE. These domains and criteria are described in the CHSE Handbook.

Professional Values, Capabilities, and Leadership
Healthcare and Simulation Knowledge and Practices
Educational Principles Applied to Simulation
Simulation Resources and Environments

Certified Healthcare Simulation Operations Specialist: The Certified Healthcare Simulation Operations Specialist (CHSOS) and Certified Healthcare Simulation Operations Specialist – Advanced (CHSOS-A) are technical certifications provided by SSH.There are five domains on the CHSOS Examination Blueprint. The domains are weighted as relevant for healthcare simulation operations specialists in these domains. Each domain has specific criteria to be evaluated to meet the minimum requirements to become a CHSOS. These domains and criteria are described in the CHSOS Handbook.

Concepts in Healthcare as Applied to Simulation
Simulation Technology Operations
Healthcare Simulation Practices, Principles, and Procedures
Professional Role: Behavior, Capabilities, and Leadership
Concepts in Instructional Design as Applied to Simulation

Clinical Simulation Standards Latest News

Faculty / Supervisors

The Effect of Prebriefing Checklists in Clinical Simulation

Over the past few decades, simulation has emerged as an important learning and training methodology across various fields, which includes education in healthcare. Clinical simulation allows individuals to learn with, ...

Administration Conferences Education Facilitators Faculty / Supervisors Learners Simulation Centers

INACSL Awards New Healthcare Simulation Standards Endorsement

The International Nursing Association for Clinical Simulation and Learning (INACSL) recently established a Healthcare Simulation Standards Endorsement to recognize healthcare institutions and practices that have demonstrated excellence in applying all ...