Experiential Learning Guide: Simulated Practice (or Simulation Based Education)
Where does this sit on the Experiential Learning Continuum?
Learning through work: an experience premised around an authentic scenario that simulates elements of a professional role or broader aspects of an industry/sector.
What is it?
Simulated practice refers to structured learning activities that allow learners to safely develop and test their skills in a supervised environment. Because mistakes can be made without real-world consequences, students are free to experiment, reflect and refine their practice before applying it in professional contexts.
The concept of simulated practice began in the aviation industry with flight simulators and later spread to other high-risk professions, such as healthcare. It is now firmly established across a wide range of educational disciplines. For example, learners may practise styling techniques in hairdressing, participate in moot courts in law, recreate newsroom environments in journalism or replicate live broadcasting in media studies.
It can take many forms, ranging from single skill acquisition (e.g., performing hand hygiene) to combining several smaller skills within the context of a more complex intervention (e.g., inserting a urinary catheter) and finally to much more complicated situations (e.g., assessing and managing a deteriorating patient).
Crucially, simulated practice goes beyond technical proficiency. It develops future skills such as communication, teamwork, leadership and situational awareness, all of which are essential for employability.
Learning environments can vary. It can be delivered in a specially designed skills area (e.g. simulated television studio or moot court setting), a tabletop exercise (e.g. a management exercise which requires staff flow and appropriate delegation) or in the field (e.g. surveying, live major incident exercise). More recently, augmented and virtual reality simulated learning environments, alongside gamification are expanding opportunities for immersive, accessible and scalable simulation.
Ultimately, the main aim of simulated practice is to bridge the theory-practice gap, allowing learners to safely apply knowledge and develop the future skills needed to enter the workforce effectively.
How does it work?
Learning is experiential, with elements of constructive alignment. This means, at the outset, learners must be provided with clear intended learning outcomes and the teaching and learning activities must be specifically designed to support achievement of these outcomes. The assessment, which can be either formative (ongoing assessment during the learning process) or summative (assessment at the end of a learning period), must measure attainment of these outcomes.
For simulation to be effective, learners need to feel psychologically safe. A robust briefing session is essential for setting the scene: presenting the learning outcomes, activities, expectations and the assessment approaches. It allows time for questions, clarification and reassurance. A key message is ‘what happens in sim stays in sim’ and that it is safe to make mistakes and is part of the learning process. It can also be explained to them that if something dangerous happens, they will be afforded the opportunity of a reflective pause.
Simulated practice allows for skill building through coaching, instruction and observation. This is followed by a structured debriefing session where guided reflection helps them to process their experience, consolidate learning and learn how to apply insights into future practice. Combined, this approach can promote learners’ confidence and independence.
Does it work?
Simulated practice is widely appreciated by learners and consistently receives high evaluation scores within the curriculum. It provides a safe and structured way to apply knowledge, build skills and develop confidence before transferring learning into real-world contexts.
While simulations can be designed to be highly authentic, they cannot fully replicate the complexity and unpredictability of real-life situations. Recognising this limitation is important for both educators and learners.
To bridge this gap, educators and learners use what is known as a ‘fiction contract’. This is an informal, implied agreement in which learners agree to suspend disbelief, and accept the simulated situation is real for the duration of the exercise. By adopting this mindset, learners are less likely to dismiss the experience with comments such as ‘that only happened because it was a simulation’ or ’I would behave differently in real life.’ Instead, they focus on the intended learning outcomes and the future skills that can be developed through the exercise.
What do I need?
- A little confidence and a ‘can do’ attitude
- Clear intended learning outcomes
- Clear lesson plan with specific learning activities
- Strategy for debriefing
You may also wish to consider:
- Reading around simulation based education
References and further reading
Atfield, G., Hunt, W. and Luchinskaya, D., 2021. Employability Programmes and Work Placements in UK Higher Education. Research Report. UK Department for Education.
Biggs, J., Tang, C. and Kennedy, G., 2022. Teaching for quality learning at university 5e. McGraw-hill education (UK).
General Medical Council. 2025. Promoting excellence. [online] Available at: (General Medical Council) https://www.gmc-uk.org/education/standards-guidance-and-curricula/standards-and-outcomes/promoting-excellence
Nursing & Midwifery Council. 2018. The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. [online] Available at: Nursing & Midwifery Council) https://www.nmc.org.uk/standards/code/
Nursing & Midwifery Council. 2023. Standards framework for nursing and midwifery education. [online] Available at: https://www.nmc.org.uk/globalassets/sitedocuments/education-standards/future-nurse-proficiencies.pdf
Simpson, E., McGuinness, C. and Paton, C. eds., 2024. Simulation-Based Education-E-Book: Simulation-Based Education-E-Book. Elsevier Health Sciences.
Somerville, S.G., Harrison, N.M. and Lewis, S.A., 2023. Twelve tips for the pre-brief to promote psychological safety in simulation-based education. Medical Teacher, 45(12), pp.1349-1356.
Taylor, L., 2020. An employability roadmap for placements. [online] (NHS England) Available at: https://www.hee.nhs.uk/our-work/allied-health-professions/helping-ensure-essential-supply-ahps/employability-roadmap-placements