Abstract:

Effective simulation-based learning in nursing education is critically dependent on facilitator competency. The best practice standards in simulation emphasize that facilitators must possess specific knowledge, skills, and reflective capacity, coupled with ongoing professional development, to maintain quality. Yet nursing programs face a persistent challenge: how do educators develop simulation facilitation skills without compromising the learning experience of real nursing students when facilitation falters or requires correction?

This paper describes an innovative faculty development model, a 'simulated simulation', in which novice nurse educators practice simulation facilitation within a purpose-built, controlled environment that mirrors an authentic simulation-based learning session. The HELPERS Model, a structured simulation-based education facilitation framework, provides the pedagogical backbone for both the simulation design and the feedback process. Experienced simulation facilitators serve as embedded observers and coaches, providing real-time feedback, intervening when redirection is needed, and debriefing the emerging facilitator immediately following the experience. Nurse educators who role-play as learners within this model are fully briefed on their role, ensuring psychological safety and educational integrity throughout.

This approach addresses two critical quality concerns identified in the literature. First, there is an inconsistency in facilitation practices across the faculty, which impedes the learning experience. Secondly, there is the risk of real learner misdirection when novice facilitators encounter unanticipated challenges. By creating a protected practice space structured around the HELPERS Model and mirroring the full arc of simulation facilitation, that is prebriefing, facilitation, debriefing, and evaluation, this model accelerates competency development while preserving the consistency and safety of the learner experience. Implications for nursing program design, faculty development, and simulation quality assurance are discussed.

Keywords:

Simulation facilitation, faculty development, nursing education, HELPERS Model, experiential learning.