INACSL Simulation Education Program




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Become an ISEP Facilitator

INACSL is looking for volunteers to become a facilitator for the INACSL Simulation Education Program (ISEP). INACSL is looking for motivated individuals to join the ISEP program to help manage and facilitate ISEP participants along their learning journey.

If you have previously participated in the ISEP program or are a professional with years of experience, you can use your knowledge to benefit course participants. Download the ISEP Facilitator job description and requirements to learn more about this role. Applications for the ISEP Facilitator position close Friday, September 3. Fill out the Volunteer Interest Form to apply

Cost: $1,200 (USD) Member/$1,500 (USD) Non-Member total for 12 courses

Over the past decade, simulation training has become a critical educational strategy to further impact learning outcomes and enhance patient health across the continuum of care. As the science of simulation advances, so does the need for continuing education.

The INACSL Simulation Education Program (ISEP) aligns with the vision, mission and core values of INACSL bringing just-in-time education and best practices to participants. Developed and facilitated by experts in the field, ISEP provides a pathway for novice and intermediate simulation educators, practitioners, and directors to learn and apply evidence-based strategies in simulation.  Advanced practitioners will benefit from refinement of skills and best practices in simulation-based education.

ISEP is a comprehensive, online program integrating concepts of simulation and instructional design methodologies into practice with interactive, activity-based, on-line projects. Each of the 12 courses in the program incorporate participant discussion boards and video sessions with faciliators related to specific course projects and assignments. Some courses require participants to work together virtually to complete group projects. Individuals can expect to complete the entire program in 10-12 months' time.

This cutting-edge program offers participants the opportunity to practice new techniques and put theory into practice. Participants will see a return on investment through an enhanced professional portfolio. Ultimately, participants will gain the knowledge and skills necessary to advance the science of simulation as a leader within their organization and the broader simulation community. 


Learning Objectives

Upon completion of this program, the learner will be able to:

  • Integrate the Standards of Best Practice into curricula to advance the science of simulation;
  • Demonstrate effective simulation design principles to facilitate learner-centered, simulation-based experiences;
  • Generate evaluation strategies to determine the impact on patient, participant and systems outcomes; and
  • Participate in leadership and scholarship activities to advance the science of simulation


Continuing Nursing Education Credit (CNE)

CNE credit will be provided to all participants. The total amount of CNE credits for the ISEP program is 112. This has been determined based on a credit pilot study conducted with participants in the program.



The International Nursing Association for Clinical Simulation and Learning is accredited as a provider of continuing nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.


Course Details

Set a foundation to support learning throughout the duration of the program

  • Navigate successfully through the online learning management system.
  • Articulate the relationship between INACSL and Standards of Best Practice: Simulation©.
  • Create an individualized educational plan for the program.
  • Examine the criteria and required elements of INACSL Standards of Best Practice: Simulation©

CNE: 3.9

Learn best practices when creating simulation-based experiences for learning.

  • Analyze three approaches to conducting a needs assessment.
  • Apply Bloom’s taxonomy at the level of application or higher in the formation of participant’s learning objectives for simulation.
  • Determine types of fidelity to create the required perception of realism.
  • Apply one theoretically based debriefing method for the scenario implementation.

CNE: 16

How to create a safe container & integrate structured reflection for optimal learning.

  • Structure a safe container and detail how you would describe it to participants.
  • Develop a plan for prebriefing at least three different simulation experiences.
  • Demonstrate reflective questioning for at least three different debriefing scenarios.
  • Determine appropriate use of theory-based debriefing methods and debriefing strategies based on simulation environments and participants.
  • Integrate the facilitation of reflection and feedback techniques into at least three debriefing examples.

CNE: 11

Understand the importance of realism within the simulation experience

  • Analyze the concepts of realism and fidelity.
  • Identify three types of fidelity and discuss their characteristics.
  • Utilize moulage techniques within the context of fidelity.
  • Integrate fidelity and/or moulage techniques into a scenario that demonstrates participant understanding.

CNE: 12.6

Integrate formative and summative assessments into simulation experiences.

  • Differentiate between formative, summative and high stakes evaluation to identify the correct process for each.
  • Critique three assessment tools that may be used for formative and summative evaluation.
  • Identify facilitators and barriers to formative and summative assessment.
  • Recommend a specific simulation program evaluation for quality improvement process of simulation-based learning.

CNE: 11

Using simulation as pedagogy in healthcare education

  • Compare and contrast two learning theories relevant to simulation pedagogy.
  • Integrate two teaching-learning methods into the simulation environment.
  • Apply simulation pedagogy to three specific clinical situations.
  • Distinguish between the concepts of reliability and validity within simulation evaluation context.

CNE: 11.6

Develop strategies to engage faculty in simulation-based learning experiences.

  • Identify at least 3 barriers and 3 enablers of simulation educator engagement.
  • Determine at least 3 ways to promote simulation educator engagement based on assessment of barriers and learning needs.
  • Design an operational plan to promote simulation educator involvement in simulation.
  • Appraise concepts in simulation educator development to support ongoing self-improvement.

CNE: 15

How games and virtual reality can be used for educational purposes.

  • Explore existing and emerging technologies in health sciences education.
  • Analyze the differences between virtual simulation, virtual reality and augmented reality.
  • Determine ways to use gaming in the context of simulation.
  • Anticipate common challenges encountered when using novel technology.
  • Develop a plan for how to incorporate one new or emerging technologies into a curriculum.

CNE: 9

Understand the roles of the operation specialist and director in the simulation lab.

  • Examine the roles of the operation specialist (CHSOS), educator (CHSE) and director/administrator.
  • Explore strategic planning, policies, and procedures that support and sustain simulation programs.
  • Develop effective short and long term goals for a simulation program from a operations specialist perspective.
  • Anticipate common challenges encountered related to financial resources, space, equipment, personnel and systems integration.

CNE: 6

The use of actors in simulation-based experiences.

  • Discuss the background and history around the utilization of simulated/standardized patients (SPs) in simulation.
  • Understand the benefits and potential challenges associated with the utilization of simulated/standardized patients (SPs) in simulation based learning experiences.
  • Explore potential roles, essential skills, and key training strategies for simulated/standardized patients participating in simulation based learning experiences.
  • Design a simulation based learning experience using the INACSL Standards of Best Practice: SimulationSM and the Association of Standardized Patient Educators (ASPE) Standards of Best Practice.
  • Practice that includes a simulated/standardized patient embedded in the scenario.

CNE: 4

The use of simulation in settings such as advanced practice, nurse anesthetist, midwife, practice and others.

  • Understand the similarities and differences between pre-licensure nursing students and advanced practice nursing students.
  • Build upon previous module information for scenario design, fidelity, assessment and evaluation of simulation learning as applicable to advanced practice nursing students.
  • Differentiate knowledge and skills unique to each cohort or level of advanced practice nursing learners as they transition roles.
  • Discuss simulation design considerations for APRNs from a simulation operations perspective.

CNE: 5

Integrating theory driven simulation practice into teaching and learning.

  • Develop a simulation using the INACSL Standards of Best Practice: Simulation©.
  • Collaborate with a simulation expert to review the simulation.
  • Pilot test the simulation-based experience with simulation participants.
  • Summarize opportunities to participate in INACSL programs.

CNE: 6