Foundational Theory for Simulation-Based Learning Experiences

In this chapter we are inviting you to move beyond the attractive, immediate, and compelling surface features of simulated learning-based experiences (SBLEs) toward developing a deeper scholarly and considered approach to designing SBLEs that effectively support the development of the learners’ professional practice. As Anderson et al. (2008) identified very early in the history of the use of simulation in curricula, we must use educational theory to ensure we use simulation effectively, including centralizing the needs and development of the learner in our educational practice and design: Our challenge is to use not only the available technology, but also the knowledge, theory, and collective clinical experience around us to create needs-based goal-oriented curricula that will equip our learners with the ability to use forward reasoning and reflective practice to advance their expertise and ultimately improve the outcomes of their patients. (p. 600).