--- title: "Clinical communication simulation training for universities" description: "For university simulation centres in Australia, New Zealand and the US: what INACSL, NCSBN, ANMAC and nursing regulators say, and how to design the session." canonical: https://peopletechrevolution.com/work/industries/education/university-simulation-centres --- [Our Work](https://peopletechrevolution.com/work) / [Industries](https://peopletechrevolution.com/work/industries) / [Education](https://peopletechrevolution.com/work/industries/education) # Clinical communication simulation training for universities For simulation centres and clinical educators: rehearse the conversation, prebrief it, debrief it, assess it. The moment ## Start with what students need to practise A student explains uncertainty to a frightened family. Another escalates a concern to a senior clinician. Define the conversation, the curriculum outcome and the assessment purpose before choosing a headset, a browser or an actor. A student reaches toward a patient’s arm in a ward bay. A nurse educator briefs a student in the simulation lab. Two clinical staff face each other in a corridor. The standards ## What simulation standards and nursing regulators say Professional standards shape how simulation is run. Regulators decide what it can count toward. Each applies at its own scope. A practice patient beside a clinical bed, seen through the headset. ### International: INACSL standards The [INACSL Healthcare Simulation Standards of Best Practice](https://www.inacsl.org/healthcare-simulation-standards) cover preparation, facilitation, professional integrity and debriefing, and connect scenario design with measurable objectives. They are professional standards; they do not authorise placement substitution or accredit a product. An older man attends a clinic with family, seen through the headset. ### United States: the study, the guidelines, the board The [NCSBN National Simulation Study](https://www.ncsbn.org/public-files/JNR_Simulation_Supplement.pdf) examined replacing clinical experience in prelicensure nursing under specified conditions, and the [NCSBN simulation guidelines](https://www.ncsbn.org/research-item/ncsbn-simulation-guidelines-for-prelicensure-nursing-programs) cover readiness and faculty preparation. What counts is set by each state board of nursing. A student rehearses a consult while an experienced practitioner observes. ### Washington: format affects clinical credit [Washington’s nursing rule](https://nursing.wa.gov/education/1-2-simulation) lets eligible programs use an enhanced simulation-to-clinical conversion under conditions. Screen-based simulation cannot use it; immersive virtual or augmented reality may qualify when synchronously facilitated. A midwife leans toward a new mother. ### Australia: simulation prepares students for placement [ANMAC’s evidence guide](https://anmac.org.au/sites/default/files/2025-10/anmac_rnas2019_evidence_guide_updated_2025.pdf) for the Registered Nurse Accreditation Standards expects simulated learning to prepare students for professional experience placement, and the placement minimum excludes simulation. Enrolled nursing has [its own standards](https://anmac.org.au/accreditation-standards). A clinician sits with a young woman outside. ### New Zealand: check the program’s approval The Nursing Council’s [2024 education standards announcement](https://www.nursingcouncil.org.nz/MyNC/NCNZ/News-section/news-item/2024/7/New-enrolled-and-registered-nurse-education-standards.aspx) excludes simulation from the clinical-hour minima for registered and enrolled nursing. Confirm the requirements attached to the program’s own approval. The evidence ## Built with a university, evaluated by the people who ran it Each result is labelled by who produced it. A participant addresses four seated colleagues. ### Co-designed with Cornell University Everyday Inclusion, on unconscious bias, microaggressions and intersectionality, was co-designed with Cornell University and Angela Winfield. [Read the Cornell case study](https://peopletechrevolution.com/work/case-studies/everyday-inclusion-cornell). Inside the Mater build, at a hospital bedside. ### Client evaluation: Mater Education Mater Education rebuilt its Speaking with Good Judgement program in VR. In Mater’s own [closure report](https://peopletechrevolution.com/uploads/docs/people-tech-revolution-mater-immersive-learning-pilot-case-study.pdf), 90% of participants reported better concentration and 77% found the scenarios more engaging than face-to-face delivery. [Read the case study](https://peopletechrevolution.com/work/case-studies/mater-speaking-with-good-judgement). [Download the Mater case study PDF](https://peopletechrevolution.com/uploads/docs/people-tech-revolution-mater-immersive-learning-pilot-case-study.pdf) A nurse leader faces two colleagues in a ward corridor. ### Published research: a Mayo Clinic DEI program for nurse leaders In the [Mayo Clinic evaluation](https://doi.org/10.1097/NNA.0000000000001503) of a VR diversity, equity and inclusion program People Tech Revolution built for nurse leaders, 91.9% of respondents agreed or strongly agreed they achieved the learning objectives and 90.3% agreed or strongly agreed the debrief was effective. Self-reported; 593 of 1,131 learners responded. Designing the session ## Four planning prompts for a simulation team Planning aids for the prebrief, the scenario, the debrief and the assessment. An adult learner practises in a tutorial. ### Prepare the prebrief Record learner stage, prior knowledge, the communication objective, roles, case boundaries, accessibility needs, pause arrangements and assessment status. Name who responds if a learner becomes distressed or the system fails. An adult faces a clinician digital twin. ### Specify the scenario Record the setting, the patient or whānau perspective, what is uncertain and the decision point. Assign clinical and cultural reviewers. If AI generates dialogue, set permitted variation, prohibited content and how the facilitator steps in. A lecturer and a student talk in the hallway. ### Plan the debrief Decide who facilitates, which observations prompt discussion and how learners explain their reasoning. Finish with a practice intention and a chance to rehearse again. See [the scenario and debrief guide](https://peopletechrevolution.com/insights/design-de-escalation-scenario-debrief). A supervisor checks in with a research student. ### Define the assessment evidence Formative or summative, observable criteria, assessor preparation, moderation, reasonable adjustments and reassessment. Before using an automated score, ask for evidence that supports its intended use. How it runs ## Headset, browser, or both Students rehearse in a [VR headset](https://peopletechrevolution.com/xr/virtual-reality) or with an [AI roleplay partner](https://peopletechrevolution.com/ai/ai-roleplay-practice) on a laptop, then debrief with a facilitator. A tutorial room, one student in the headset. A clinician addresses a holographic patient. A remote learning check-in, seen through the headset. Questions ## What simulation and clinical education leads ask first Short answers. A supervisor talks with a student and a visitor. ### How does it fit the curriculum? Map each scenario to the subject outcome, prerequisite teaching, placement sequence and assessment plan, and name who owns the clinical content. ### What supports accreditation evidence? The scenario specification, curriculum mapping, facilitator preparation and evaluation records, matched to the program’s own standards. A coordinator talks with a new tutor. ### Can it serve whole cohorts? Plan enrolment, scheduling, concurrent access, facilitators, equipment turnaround and support, including repeat attempts and alternative access. ### Headsets or browser? Compare the task, accessibility, space and facilitation model, and let students test both. Check clinical-credit rules separately. - [Education](https://peopletechrevolution.com/work/industries/education) - [RTO simulated assessment](https://peopletechrevolution.com/work/industries/education/rto-simulated-learning) - [Speaking up for safety training](https://peopletechrevolution.com/learn/speaking-up-for-safety-training) - [Education case studies](https://peopletechrevolution.com/work/case-studies/education) Running a simulation centre? [Open the contact form](https://peopletechrevolution.com/work/industries/education/university-simulation-centres#contact) Ask our CEO Simon Lowe’s Digital Twin a question ## Sources Each standard, rule and result in the document that published it. ### [Healthcare Simulation Standards of Best Practice](https://www.inacsl.org/healthcare-simulation-standards) INACSL Preparation, facilitation, professional integrity and debriefing. ### [The NCSBN National Simulation Study](https://www.ncsbn.org/public-files/JNR_Simulation_Supplement.pdf) National Council of State Boards of Nursing, 2014 Replacing clinical experience with simulation in prelicensure nursing. ### [Simulation in nursing education](https://nursing.wa.gov/education/1-2-simulation) Washington State Board of Nursing Enhanced conversion for eligible programs; screen-based simulation excluded. ### [Registered Nurse Accreditation Standards 2019: evidence guide](https://anmac.org.au/sites/default/files/2025-10/anmac_rnas2019_evidence_guide_updated_2025.pdf) ANMAC, updated 2025 Simulated learning prepares students for placement. ### [New enrolled and registered nurse education standards](https://www.nursingcouncil.org.nz/MyNC/NCNZ/News-section/news-item/2024/7/New-enrolled-and-registered-nurse-education-standards.aspx) Nursing Council of New Zealand, 2024 Clinical-hour minima exclude simulation; transition from 2025. ### [Promoting nursing diversity, equity and inclusion through virtual reality](https://doi.org/10.1097/NNA.0000000000001503) Journal of Nursing Administration, 2024 Learner evaluation of a VR education program for nurse leaders.