FH-Prof. Mag. Dr. Simone Grandy
Head of Programs Child and Adolescent Nursing, Psychiatric Health Care and Nursing
+43 1 606 68 77-4012
simone.grandy@hcw.ac.at
Frequently searched
Frequently searched
part-time
Simulation is becoming increasingly important in training, further and continuing education in various disciplines of the healthcare sector. Real and potential situations are practiced in protected and safe learning environments. The interprofessional master's program Simulation in Health Care (I-SIM) teaches in-depth didactic, technological, and scientific skills for teaching, practice, research, and development in a simulation center. In cooperation with the InPASS Institute, graduates receive a certificate as a CRM simulation instructor in addition to their master's degree.
Master of Science (Continuing Education) MSc (CE)
Tuition fee
Once-payment 14.000€1
+ ÖH Beitrag
Application winter semester 2026/27
02. March 2026 - 30. June 2026
20
Hochschule Campus Wien
1 payment plan with installments per semester available, information below
* Subject to approval by the relevant bodies or AQ Austria.
You want to rethink learning in the healthcare sector and actively shape the future of patient, client, and resident safety. You are enthusiastic about simulation as a structured learning activity that replicates real or potential situations from training and practice in the healthcare sector and helps to develop, deepen, and reflect on knowledge, skills, and perspectives in a realistic, safe learning environment. You bring an open mindset for collaboration with different professions, for innovative teaching and learning approaches, and for the technological aspects of simulation—from working in a simulation center to developing virtual simulations to the reflective use of AI in research, development, and implementation of simulation. The program is aimed at experts from various disciplines who would like to further develop, research, or implement simulation in the healthcare sector from their respective professional perspectives.
You learn in real-life situations right from the start: With our cooperation partners or in our well-equipped simulation rooms.
Gain experience and learn from others in interdisciplinary research projects.
Continue your basic training with unique further education programmes for promising professional fields.
The relevant admission requirement is, in accordance with §9 (7) FHG
and, in addition
The required language level according to the Common European Framework of Reference for Languages (CEFR) is at least
Depending on the module and course, classes are held in German or English.
Applicants may require legalization of documents from countries other than Austria in order for them to have the evidential value of domestic public documents. Information on the required legalizations can be found here in PDF format.
For documents that are neither in German nor English, a translation by a sworn and court-certified interpreter is required. Your original documents should have all the necessary legalization stamps before translation so that the stamps are also translated. The translation must be firmly attached to the original document or a legalized copy.
As part of your online application, upload scans of your original documents including all required legalization stamps. For documents not issued in German or English, scans of the corresponding translations must also be uploaded. The head of the study program decides on the equivalence of international (higher) education qualifications. Therefore, your documents can only be checked as part of the ongoing application process.
Your path to studying at Hochschule Campus Wien (HCW) begins with your registration on our application platform. In your online account, you can start your application directly or activate a reminder if the application phase has not yet started.
Proof of identity
Proof of citizenship
Proof of citizenship is only required if you have uploaded an Austrian driving license or residence permit as proof of identity. For foreign documents, please upload them together in one file:
Change of name - proof
Proof of fulfillment of the relevant admission requirement
If you have not yet completed your studies, please upload proof of all courses completed to date as part of the relevant degree program, including ECTS credits.
Englisch level B2 - proof of language skills
For admission, English language skills of at least level B2 of the Common European Framework of Reference for Languages (CEFR) must be provided.
The following applies as proof:
Proof of a higher language level is also valid.
Proof of language skills German B2
For admission, German language skills of at least level B2 of the Common European Framework of Reference for Languages (CEFR) must be provided.
The following applies as proof:
Proof of a higher language level is also valid.
Letter of motivation in German
Curriculum vitae in tabular form in German
Relevant professional experience
Proof of your relevant professional experience, provided as:
The admission procedure consists of two stages. The first stage is your online application. The documents you submit will be used to check that you meet the formal admission requirements. The second stage is a personal admission interview, during which we would like to find out more about your motives, skills, and knowledge.
Do you still have questions about the program?
Please contact the administration at pflege@hcw.ac.at to arrange a personal consultation with the heas of program via Zoom.
The heads of programs also provide information and advice during regular sessions:
You can join the infosession via this Zoom-Link, wich is valid for all meetings. (Meetind ID: 918 888 9117)
If you have any questions regarding your participation in the session, please contact pflege@hcw.ac.at
Financial assistance can be applied for academic expert programs, master's programs, and courses and seminars.
Information on funding agencies can be found under Funding and Scholarships
Interprofessional, international, and innovative: The I-SIM master's program focuses on simulations in health care and also offers a strong engineering focus. Students complete the practical units in the state-of-the-art SimLab, which covers an entire floor of the university with an area of over 3,000 m2.
Hochschule Campus Wien is currently the only university of applied sciences in the German-speaking world to offer a master's program in simulation in health care, thus enabling graduates from various disciplines to obtain higher qualifications. On-campus teaching takes place in the state-of-the-art simulation center at Hochschule Campus Wien and is supplemented by a high proportion of digital teaching formats (around 70%). This makes it possible to study from anywhere in the German-speaking world. It also gives students the opportunity to exchange ideas and network across disciplines and national borders on simulation in the health care sector here in Vienna.
The program focuses on innovative teaching methods and best practice samples from teaching. In interprofessional R&D projects, you can learn about application-oriented research in practice and make valuable contacts for your professional future. Your feedback is important to us: we continue to develop training content based on continuous monitoring and targeted evaluation studies for new formats.
Our large national and international network and the cooperation between our various departments in teaching and research offer great potential. With almost 70 study programs in seven departments, Hochschule Campus Wien is the largest and most diverse university of applied sciences in Austria. Having launched the bachelor's degree program in Health Care and Nursing in 2008 as the first university of applied sciences in Austria to do so, we now have extensive expertise and have built up a large network in the healthcare sector.
> Basic principles of improvisational theater: (Yes exactly And, enjoy failure, let your partner shine)
> Techniques for transforming mistakes and failure into something positive/opportunities
> games to get to know each other
> Warm-up exercises from the field of improvisational theater
> Exercises in self-perception and perception of others.
> Scenic exercises in plenary
Lecture, small group exercises
Continuous assessment: Attendance and active participation
> Boal, A. (2019). THEATRE OF THE OPPRESSED. PLUTO Press.
> Johnstone, K. (2006). Theaterspiele: Spontaneität, Improvisation und Theatersport (6. Aufl.). Alexander-Verl.
> Dixon, R. (2000). Im Moment: Theaterkunst, Improtheater - Reflexionen und Perspektiven. Impuls-Theater-Verl. / Buschfunk.
> Lösel, G. (2004). Theater ohne Absicht: Impulse zur Weiterentwicklung des Improvisationstheaters; [ein Herz-, Hand-und Hirnbuch für Improvisationstheater]. Impuls-Theater-Verlag.
> Lösel, G. (2014). Das Spiel mit dem Chaos: Zur Performativität des Improvisationstheaters (Vol. 56). transcript Verlag.
> Spolin, V. (1997). Improvisationstechniken für Pädagogik, Therapie und Theater (5. Aufl.). Junfermann.
> Tavares, G. (2012). Improv for everyone. M & L Books.
Deutsch
< Foundations for simulation participation: mindset, norms, and patient-/client-centered orientation; integrity beyond compliance.
< Professional integrity as a core element of professional practice
< Introduction to the mindset needed for effective participation in simulation-based education: Integrity, dignity, psychological safety, clear boundaries; inclusive verbal and nonverbal communication.
< Reflection on ethical standards and their relevance in simulation: Ethical/professional frameworks: principles and discipline-specific codes; shared interprofessional standards. Core ethical standards: respect, trust, confidentiality, professional conduct
< Translating ethical principles into concrete behaviors during simulation
< Demonstrating understanding of integrity in interpersonal interactions within simulation settings
Impulse lectures and interactive short inputs
Continuous assessment
Brown, M. E. L., Coker, O., Heybourne, A., & Finn, G. M. (2020). Exploring the Hidden Curriculum’s Impact on Medical Students: Professionalism, Identity Formation and the Need for Transparency. Medical Science Educator, 30 (3), 1107–1121.
Canadian Interprofessional Health Collaborative. (2024). CIHC Competency Framework for Advancing Collaboration 2024. www.cihc-cpis.com
INACSL Standards Committee, Xavier, N., Quinn, J., Amidon, B., Barnes, R., Bronson, S., & Dunning, L. (2025a). The impact of professional integrity on simulation learning outcomes: A systematic review. Clinical Simulation In Nursing, 101.
INACSL Standards Committee, Xavier, N., Quinn, J., Amidon, B., Barnes, R., Bronson, S., & Dunning, L. (2025b). Healthcare Simulation Standards of Best Practice® Facilitation. Clinical Simulation In Nursing, Volume 105, 101778
Interprofessional Education Collaborative. (2023, November 20). IPEC Core Competencies for Interprofessional Collaborative Practice. Version 3. www. ipecollaborative.org/ipec-core-competencies
Park, C. S, & Murphy, T. F. Code of Ethics Working Group, & Society for Simulation
in Healthcare. (2018). Healthcare Simulationist: Code of Ethics (pp. 1–12). https:
//www.ssih.org/SSH- Resources/Code- of- Ethics .
Society for Simulation in Healthcare, & Code of Ethics Working Group. (n.d.).
Healthcare Simulationist Code of Ethics . Society for Simulation in Healthcare Resources. Retrieved Nov 21, 2025, from www.ssih.org/SSH-Resources/ Code- of- Ethics
World Health Organization. (n.d.). WHO Code of Ethics . Retrieved Nov. 21, 2025, from www.who.int/publications/m/item/who- code- of- ethics
Englisch
< Basics of psychological safety: definition of the term; historical development from organizational psychology; differences to comfort (growth mindset vs. feel-good atmosphere).
< Models of psychological safety: Clark's four-level model (Inclusion, Learner, Contributor, Challenger Safety) and Team Psychological Safety Scale; Just Culture models in healthcare; comparison with TeamSTEPPS and Crew Resource Management.
< Antecedents and barriers: Individual factors such as proactive personality, emotional stability, learning orientation; team factors such as inclusive leadership, role clarity, peer support; organizational influences (error culture, power structures, hierarchies, diversity).
< Strategies for creating a "safe container": prebriefing techniques, learning contracts, building trust; positive appreciation, non-verbal communication, asking questions; dealing with emotions and reactance; restoring safety after disruptions.
< Debriefing and psychological safety: importance of safety for effective reflection; balance between feedback and protection from loss of face; models such as Good Judgment, PEARLS; dealing with defensive behavior and hierarchies.
< Sociological and cultural aspects: Power imbalances, role models, gender, intersectionality; influence of organizational culture on error reporting and "speak-up"; international comparison.
< Andragogy and learning in safe environments: Andragogical principles (self-direction, experience, relevance, practice orientation, respectful attitude); importance of reflection, feedback and experience for sustainable learning.
< Evaluation of psychological safety: application of instruments such as the Team Psychological Safety Questionnaire; observation criteria in simulations; quality assurance.
Impulse lectures and interactive short inputs
Continuous assessment: Practical examination, portfolio
Centres for Disease Control and Prevention. (2021). Principles of Adult Learning. CDC Learning Connection. www.cdc.gov/training/development/pdf/adultlearning-principles.pdf
Clark, T. R. (2020). The 4 Stages of Psychological Safety: Defining the Path to Inclusion and Innovation. Oakland, CA: Berrett Koehler.
Dong, C., Altshuler, L., & Colleagues. (2024). Psychological safety in health professions education: Insights and strategies from a global community of practice. Frontiers in Medicine, 11, Article 1508992. doi.org/10.3389/fmed.2024.1508992
Edmondson, A. C. (2019). The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth. Hoboken, NJ: John Wiley & Sons.
Kolbe, M., Eppich, W., Rudolph, J., Meguerdichian, M., Catena, H., Cripps, A., Grant, V., & Cheng, A. (2020). Managing psychological safety in debriefings: A dynamic balancing act. BMJ Simulation & Technology Enhanced Learning, 6(3), 164–171. doi.org/10.1136/bmjstel-2019-000470
Lateef, F. (2020). Maximizing learning and creativity: Understanding psychological safety in simulation-based learning. Journal of Emergencies, Trauma, and Shock, 13(1), 5–14. doi.org/10.4103/JETS.JETS_96_19
Rudolph, J. W., Raemer, D. B., & Simon, R. (2014). Establishing a safe container for learning in simulation: The importance of debriefing with good judgment. Simulation in Healthcare, 9(6), 339–349.
Vu, V., Buléon, C., Le, T. A., Lua, C. C. P., Martin, F., Minehart, R., & Macaire, P. (2025). Changing minds, saving lives: How training psychological safety transforms healthcare. BMJ Open Quality, 14(2), e003186. doi.org/10.1136/bmjoq-2024-003186
Deutsch
Lecture with exercises, interactive elements and group discussions
Final exam: Oral examination
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Centers for Disease Control and Prevention. (2021). Principles of adult learning. CDC Learning Connection. www.cdc.gov/training/development/pdf/adultlearning-principles.pdf
de Jong, T., & Sarti, L. (1994). Design and production of multimedia and simulation-based learning material. Kluwer Academic Publishers.
Felix, H. M., & Schertzer, K. (2022). Mastery learning in medical simulation. In StatPearls. StatPearls Publishing.
Felix, H. M., & Simon, L. V. (2022). Conceptual frameworks in medical simulation. In StatPearls. StatPearls Publishing.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
McGaghie, W. C., Issenberg, S. B., Cohen, E. R., Barsuk, J. H., & Wayne, D. B. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? Medical Education, 45(2), 171–183.
Squires, K., Heaney, S., Macdonald Wicks, L., Johnston, C., & Brown, L. (2024). Use of learning theories to guide simulation-based learning in allied health student professional placements: A narrative review. International Journal of Work-Integrated Learning, 25(2), 289–304.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
Deutsch
Flipped classroom; peer review / peer feedback; case-based learning
Continuous assessment
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed.). Longman.
Bergstermann, A., Cendon, E., Flacke, L. B., Friedrich, A., Hiltergerke, C., Schäfer, M., Strazny, S., Theis, F., Wachendorf, N. M., & Wetzel, K. (2013). Handreichung Lernergebnisse. Teil 1: Theorie und Praxis einer outcomeorientierten Programmentwicklung“ doi.org/10.25656/01:12984
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. doi.org/10.1007/BF00138871
Kauffeld, S., Grote, S., & Frieling, E. (Hrsg.). (2009). Handbuch Kompetenzentwicklung. Schäffer-Poeschel.
Deutsch
> Overview and comparative mapping of INACSL, SSH, and ASPE standards
> Writing measurable outcomes for simulation based education by analyzing and integrating INACSL Outcomes & Objectives and Simulation Design criteria
> How standards translate into audit tools for accreditation evidence; and/or a standards audit for a simulation centre or course
> Framing focused questions about standards, accreditation, and outcomes (e.g., learner performance, patient safety, team functioning); basic searching and critical appraisal refresher
> Argue a position, supported by literature, on how standards/accreditation influence the local or aspirational context.
Lecture with exercises and group discussions
Continuous assessment
INACSL Standards Committee. (2025). Preamble: Grounded in excellence: The Cornerstone Healthcare Simulation Standards of Best Practice®. Clinical Simulation in Nursing, 105, 101774. doi.org/10.1016/j.ecns.2025.101774
INACSL Standards Committee. (2025). Healthcare Simulation Standards of Best Practice®: Prebriefing: Preparation and briefing. Clinical Simulation in Nursing, 105, 101777. doi.org/10.1016/j.ecns.2025.101777
INACSL Standards Committee. (2025). Healthcare Simulation Standards of Best Practice®: Facilitation. Clinical Simulation in Nursing, 105, 101776. doi.org/10.1016/j.ecns.2025.101776
INACSL Standards Committee. (2025). Healthcare Simulation Standards of Best Practice®: The debriefing process. Clinical Simulation in Nursing, 105, 101775. doi.org/10.1016/j.ecns.2025.101775
INACSL Standards Committee. (2025). Healthcare Simulation Standards of Best Practice®: Professional integrity. Clinical Simulation in Nursing, 105, 101778. doi.org/10.1016/j.ecns.2025.101778
INACSL Standards Committee. (2021). Healthcare Simulation Standards of Best Practice®: Professional development. Clinical Simulation in Nursing, 58, 5–8. doi.org/10.1016/j.ecns.2021.08.007
INACSL Standards Committee. (2021). Healthcare Simulation Standards of Best Practice®: Simulation design. Clinical Simulation in Nursing, 58, 14–21. doi.org/10.1016/j.ecns.2021.08.009
INACSL Standards Committee. (2021). Healthcare Simulation Standards of Best Practice®: Operations. Clinical Simulation in Nursing, 58, 33–39. doi.org/10.1016/j.ecns.2021.08.012
INACSL Standards Committee. (2021). Healthcare Simulation Standards of Best Practice®: Outcomes and objectives. Clinical Simulation in Nursing, 58, 40–44. doi.org/10.1016/j.ecns.2021.08.013
INACSL Standards Committee. (2021). Healthcare Simulation Standards of Best Practice®: Simulation-enhanced interprofessional education. Clinical Simulation in Nursing, 58, 49–53. doi.org/10.1016/j.ecns.2021.08.015
INACSL Standards Committee. (2021). Healthcare Simulation Standards of Best Practice®: Evaluation of learning and performance. Clinical Simulation in Nursing, 58, 54–56. doi.org/10.1016/j.ecns.2021.08.016
Lewis, K. L., Bohnert, C. A., Gammon, W. L., Hölzer, H., Lyman, L., Smith, C., Thompson, T. M., Wallace, A., & Gliva-McConvey, G. (2017). The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP). Advances in Simulation, 2(10). doi.org/10.1186/s41077-017-0043-4 (BioMed Central)
Barlow, M., Heaton, L., Ryan, C., Downer, T., Reid-Searl, K., Guinea, S., Dickie, R., Wordsworth, A., Hawes, P., Lamb, A., & Andersen, P. (2024). The application and integration of evidence-based best practice standards to healthcare simulation design: A scoping review. Clinical Simulation in Nursing, 87, Article 101495. doi.org/10.1016/j.ecns.2023.101495 (Western Sydney University Researchers)
Crawford, S. B. (2018). Comment on ASPiH standards for simulation-based education. BMJ Simulation & Technology Enhanced Learning, 4(3), 103–104. doi.org/10.1136/bmjstel-2018-000323 (PMC)
Englisch
Scientific thinking and research in an interprofessional context:
< Deepening scientific thinking, argumentation and working methods in interprofessional contexts of the health care sector
< Translating complex practical and simulation problems into precise, scientifically based research questions
< Reflection on responsibility and integrity in the scientific knowledge process
Information literacy and literature evaluation:
< Strategic and efficient literature research in subject-specific and interdisciplinary databases
< Assessing scientific sources according to quality and relevance criteria (level of evidence, methodology, topicality, peer review)
< Structured organization of literature with the help of literature management tools
< In-depth understanding of scientific citation logic and its ethical, methodological and institutional significance
Scientific text production and communication:
<Planning, structuring and writing scientific text samples in compliance with international citation and formatting standards
< Application of argumentation-logical and evidence-based writing techniques
< Developing a coherent scientific line of argument in your own specialist context
Digital and AI-supported tools in science:
< Critical reflection on the use of AI-based and digital tools in the research process
< Application of AI-supported systems for research, structural and text support, taking into account transparency, traceability and scientific ethical principles
Lecture with exercises and group discussions
Continuous assessment: Submission of a scientific problem (partial performance 1), submission of a sample exposé (partial performance 2)
ALLEA – All European Academies. (2023). Europäischer Verhaltenskodex für wissenschaftliche Integrität: Überarbeitete Fassung 2023 (Dt. Übers. Mai 2024). ALLEA. doi.org/10.26356/ECOC-German
Buck, I. (2025). Wissenschaftliches Schreiben mit KI (1. Aufl.). UTB GmbH.
Ertl-Schmuck, R., Unger, A., & Mibs, M. (2023). Wissenschaftliches Arbeiten in Gesundheit und Pflege (2., überarb. u. erw. Aufl.). UTB GmbH.
Esselborn-Krumbiegel, H. (2022). Richtig wissenschaftlich schreiben: Wissenschaftssprache in Regeln und Übungen (Vol. 3429). UTB.
Österreichische Agentur für wissenschaftliche Integrität. (2019). Richtlinien der Österreichischen Agentur für wissenschaftliche Integrität zur Guten Wissenschaftlichen Praxis (Neugestaltung 2019 [Erstauflage 2015]). Österreichische Agentur für wissenschaftliche Integrität.
Ritschl, V., Weigl, R., & Stamm, T. (Hrsg.). (2023). Wissenschaftliches Arbeiten und Schreiben: Verstehen, anwenden, Nutzen für die Praxis (2. Aufl.). Springer.
Schmohl, T., Watanabe, A., & Schelling, K. (Hrsg.). (2023). Künstliche Intelligenz in der Hochschulbildung: Chancen und Grenzen des KI-gestützten Lernens und Lehrens. transcript Verlag. doi.org/10.14361/9783839457696
Theisen, M. R. (2024). Wissenschaftliches Arbeiten: Erfolgreich bei Bachelor- und Masterarbeit (19., neu bearb. Aufl.). Vahlen.
Deutsch
Lecture with exercises and group discussions
Continuous assessment: Submission of a simulation scenario (partial achievement 1), independent production and presentation of a moulage (partial achievement 2), active participation in the implementation of a simulation scenario in a small group (partial achievement 3)
Duinmeijer, W. C., Fresiello, L., Swol, J., Torrella, P., Riera, J., Obreja, V., Puślecki, M., Dąbrowski, M., Arens, J., & Halfwerk, F. R. (2023). Simulators and Simulations for Extracorporeal Membrane Oxygenation: An ECMO Scoping Review. Journal of Clinical Medicine, 12(5). doi.org/10.3390/jcm12051765
Hamstra, S. J., Brydges, R., Hatala, R., Zendejas, B., & Cook, D. A. (2014). Reconsidering fidelity in simulation-based training. Academic medicine, 89(3), 387-392.
Lavoie, P., Deschênes, M.F., Nolin, R., Bélisle, M., Blanchet Garneau, A., Boyer, L., Lapierre, A., & Fernandez, N. (2020). Beyond Technology: A Scoping Review of Features that Promote Fidelity and Authenticity in Simulation-Based Health Professional Education. Clinical Simulation in Nursing, 42, 22–41. doi.org/10.1016/j.ecns.2020.02.001
Roussin CJ, Weinstock P. SimZones: An Organizational Innovation for Simulation Programs and Centers. Acad Med. 2017 Aug;92(8):1114-1120. doi: 10.1097/ACM.0000000000001746. PMID: 28562455.
Owen, H. (2012). Early use of simulation in medical education. Simulation in Healthcare, 7(2), 102-116.
Deutsch
> Definition of low fidelity simulation and skills training
Differentiation between low, medium and high fidelity simulations
Characteristics and objectives of low fidelity simulations
Definition: What does "skills training" mean in a university context?
Practical examples from the healthcare sector
Didactic objectives of both forms of training
< Strengths and weaknesses of the simulation types "low fidelity simulation" and "skills training"
Comparison of degree of complexity, costs and learning transfer
Analysis of effectiveness in relation to cognitive, psychomotor and social learning objectives
Classification in the didactic setting (preparation, implementation, transfer)
Limits of fidelity to reality and effects on learning effectiveness
< Intended learning outcomes appropriate to the simulation types "low fidelity simulation" and "skills training"
Assignment of learning outcomes to knowledge, skill and competence levels
Examples of observable actions for checking the outcomes
Reflection on learning outcomes with regard to job-related requirements
< "Cognitive apprenticeship" model for skills training and the role of the skills trainer
Basics and phases of the cognitive apprenticeship model (modeling, coaching, scaffolding, etc.)
Transfer to the context of practical skills training
Designing learning environments according to the model
< Methodical possibilities of reflective learning in low fidelity simulation and skills training
Different requirements for reflection processes depending on the form of simulation
Lecture with exercises and group discussions, low fidelity simulation training and skills training
Continuous assessment: Submission of teaching disposition (optionally for low fidelity simulation or skills training) (partial performance 1), submission of description of use of "Cognitive Apprenticeship" model (partial performance 2)
Biggs, J. B., & Tang, C. (2011). Teaching for Quality Learning at University. (4nd ed.). Society for Research into Higher Education & Open University Press.
Collins, A., Brown, J. S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Hrsg.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453 – 494). Hillsdale: Lawrence.
INACSL Standards Committee. (2021). Onward and Upward: Introducing the Healthcare Simulation Standards of Best Practice TM. Clinical Simulation in Nursing, 58, 1–4. doi.org/10.1016/j.ecns.2021.08.006
Küng, R., Staudacher, D. & Panfil, E. (2018). Ein zentrales pädagogisches Modell für die Praxisausbildung: «Cognitive Apprenticeship». Das Potenzial des CAS-Modells im Kontext der Kriterien für «guten Unterricht». PADUA, 13(2), 115-123.
Wooley, N. & Jarvis, Y. (2007). Situated Cognition and Cognitive Apprenticeship: A model for teaching and learning clinical skills in a technologically rich and authentic environment. Nurse Education Today, 27, 73 – 79.
Deutsch
> Introduction to the concept of fidelity
> Introduction to Fictional Contract
> Definition, areas of application and differentiation of high fidelity
> Planning and implementation of high fidelity
> Tips and tricks
Lecture with exercises and group discussions
Final exam: Written examination
Golicnik, A., Berden, J., Goslar, T., & Gorjup, V. (2023). High fidelity ECMO simulation: A reality check with reality-use of simulation in ECMO teaching program. Journal of Artificial Organs: The Official Journal of the Japanese Society for Artificial Organs, 26(1), 36–44. doi.org/10.1007/s10047-022-01336-1
Kim, J., Park, J.-H., & Shin, S. (2016). Effectiveness of simulation-based nursing education depending on fidelity: A meta-analysis. BMC Medical Education, 16, 152. doi.org/10.1186/s12909-016-0672-7
Koca, A., Schlatter, S., Delas, Q., Denoyel, L., Lehot, J.-J., Lilot, M., & Rimmelé, T. (2023). Influence of the embedded participant on learners’ performance during high-fidelity simulation sessions in healthcare. BMC Medical Education, 23(1), 751. doi.org/10.1186/s12909-023-04724-0
Massoth, C., Röder, H., Ohlenburg, H., Hessler, M., Zarbock, A., Pöpping, D. M., & Wenk, M. (2019). High-fidelity is not superior to low-fidelity simulation but leads to overconfidence in medical students. BMC Medical Education, 19(1), 29. doi.org/10.1186/s12909-019-1464-7
Scerbo, M. W., & Dawson, S. (2007). High fidelity, high performance? Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 2(4), 224–230. doi.org/10.1097/SIH.0b013e31815c25f1
Vangone, I., Arrigoni, C., Magon, A., Conte, G., Russo, S., Belloni, S., Stievano, A., Alfes, C. M., & Caruso, R. (2024). The efficacy of high-fidelity simulation on knowledge and performance in undergraduate nursing students: An umbrella review of systematic reviews and meta-analysis. Nurse Education Today, 139, 106231. doi.org/10.1016/j.nedt.2024.106231
Deutsch
Overview of computer-based simulation options:
< Branching Choice Games
< Simulation video games
< Mixed reality/extended reality (virtual reality/augmented reality)
< Asset sourcing
< Use of artificial intelligence
Branching choice games:
< Structure
< Applications
< Target group, examples, advantages/disadvantages
Simulation video games:
< Basic knowledge of software development in video games
< Graphics, sound
< Platforms: Smartphone, PC/game console
< Target group, examples, advantages/disadvantages
Mixed reality/extended reality (virtual reality/augmented reality):
< Basic knowledge of software development for MR/XR and engines
< Graphics, sound, haptics
< Platforms: Manufacturers, variants
< Areas of application, examples, advantages/disadvantages
Practical exercises:
< Carrying out simulation scenarios on different platforms and documenting the observations in a seminar paper
< One example each for: Branching choice games, video games, MR/XR
Evaluation and scientific analysis
Self-study on basic knowledge, performance assessment in the first course unit, theory unit on specific specialist knowledge in attendance, practical exercises with accompanying/concluding seminar paper
Continuous assessment: Initial test on self-study content, performance of practical small group exercises and documentation in a seminar paper, assessment after each partial submission and final submission.
Baniasadi, Tayebeh, Seyed Mohammad Ayyoubzadeh, und Niloofar Mohammadzadeh. „Challenges and Practical Considerations in Applying Virtual Reality in Medical Education and Treatment“. Oman Medical Journal 35, Nr. 3 (2020): e125. doi.org/10.5001/omj.2020.43.
Barteit, Sandra, Lucia Lanfermann, Till Bärnighausen, Florian Neuhann, und Claudia Beiersmann. „Augmented, Mixed, and Virtual Reality-Based Head-Mounted Devices for Medical Education: Systematic Review“. JMIR Serious Games 9, Nr. 3 (2021): e29080. doi.org/10.2196/29080.
Biese, Kevin J., Donna Moro-Sutherland, Robert D. Furberg, u. a. „Using Screen-Based Simulation to Improve Performance During Pediatric Resuscitation“. Academic Emergency Medicine 16, Nr. s2 (2009): S71–75. doi.org/10.1111/j.1553-2712.2009.00590.x.
Boutin, Jonah, Jafer Kamoonpuri, Reza Faieghi, Joon Chung, Sandrine de Ribaupierre, und Roy Eagleson. „Smart haptic gloves for virtual reality surgery simulation: a pilot study on external ventricular drain training“. Frontiers in Robotics and AI 10 (Januar 2024): 1273631. doi.org/10.3389/frobt.2023.1273631. LV-Beschreibung Computer Based Simulation Seite 3 von 3
Comprehensive Healthcare Simulation: Nursing. Comprehensive Healthcare Simulation. Springer, 2023. link-1springer-1com-10s3gwghw01b6.han.hcw.ac.at/book/10.1007/978-3-031-31090-4.
Dörner, Ralf, Wolfgang Broll, Paul Grimm, und Bernhard Jung, Hrsg. Virtual und Augmented Reality (VR/AR): Grundlagen und Methoden der Virtuellen und Augmentierten Realität. Springer, 2019. doi.org/10.1007/978-3-662-58861-1.
Kakazu, Judy. But Did You Die? Developing Critical Thinking in Paramedics Using Interactive Branching Scenarios. 2021. scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/a05f7ff5-80b5-46bd-ade5-1482730c87ab/content.
Watsjold, Bjorn K., Michael Cosimini, Paulius Mui, und Teresa M. Chan. „Much ado about gaming: An educator’s guide to serious games and gamification in medical education“. AEM Education and Training 6, Nr. 4 (2022): e10794. doi.org/10.1002/aet2.10794.
Wiley.Com. „Healthcare Simulation Education: Evidence, Theory and Practice | Wiley“. Zugegriffen 3. November 2025. www.wiley.com/en-us/Healthcare+Simulation+Education%3A+Evidence%2C+Theory+and+Practice-p-9781119061595.
Winkler-Schwartz, Alexander, Vincent Bissonnette, Nykan Mirchi, u. a. „Artificial Intelligence in Medical Education: Best Practices Using Machine Learning to Assess Surgical Expertise in Virtual Reality Simulation“. Journal of Surgical Education 76, Nr. 6 (2019): 1681–90. doi.org/10.1016/j.jsurg.2019.05.015.
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> Introduction to working with SPs
> Scenario planning with SPs
> Moulage: active exercise with moulage material (burns, cuts, gunshot wounds, decubitus ulcers, hematomas, etc.)
> Facilities and Staffing
> Recruitment & Training
> Debriefing with SPs
> Feedback and evaluations when working with SPs
Lecture with exercises and group discussions
Simulation training with standardized patients
Continuous assessment: Submission of an SP scenario (partial achievement 1), active participation in moulage exercise (partial achievement 2), implementation of an SP scenario in small groups (partial achievement 3)
Cleland JA, Abe K, Rethans JJ. The use of simulated patients in medical education: AMEE Guide No 42. Med Teach. 2009 Jun;31(6):477-86. doi: 10.1080/01421590903002821. PMID: 19811162.
Sommer M, Fritz AH, Thrien C, Kursch A, Peters T. Simulated patients in medical education - a survey on the current status in Germany, Austria and Switzerland. GMS J Med Educ. 2019 May 16;36(3):Doc27. doi: 10.3205/zma001235. PMID: 31211222; PMCID: PMC6545614.
Britz V, Koch Y, Schreckenbach T, Stefanescu MC, Zinßer U, Sterz J, Ruesseler M. Influence of using simulated or real patients on undergraduate medical students acquiring competencies in medical conversations in surgery: A prospective, controlled study. Front Surg. 2022 Sep 12;9:986826. doi: 10.3389/fsurg.2022.986826. PMID: 36171816; PMCID: PMC9510648.
Cantillon, P., Stewart, B., Haeck, K., Bills, J., Ker, J., & Rethans, J. J. (2010). Simulated patient programmes in Europe: Collegiality or separate development? Medical Teacher, 32(3), e106–e110. doi.org/10.3109/01421590903389090
Fritz AH, Thrien C, Strohmer R. Qualitätssicherung des Feedbacks von Simulationspatientinnen und Simulationspatienten. In: Peters T, Thrien C, eds. Simulationspatienten - Handbuch für die Aus-und Weiterbildung in der Medizin und anderen Gesundheitsberufen. Bern: Hogrefe Verlag; 2018.
Schnabel, K. (2018). Simulation aus Fleisch und Blut: Schauspielpatienten. In: St.Pierre, M., Breuer, G. (eds) Simulation in der Medizin. Springer, Berlin, Heidelberg. doi.org/10.1007/978-3-662-54566-9_10
Steinacker, A.C., Kreiss, V., Herchet, D. (2022). Tipps und Tricks für eine realitätsnahe Darstellung. In: Simulationsszenarien für Aus- und Weiterbildung in der Pflege. Springer, Berlin, Heidelberg. doi.org/10.1007/978-3-662-64363-1_18
Voth M., DGSIM, /Erwartungen an einen Schauspielpatienten, 2019, dgsim.de/download/ampojn6jf2te0idtk5ps2jk7mj1/schauspielpatienten-erwartungen-ag-ambulante-medizin.pdf
Peters T, Sommer M, Fritz AH, Kursch A, Thrien C. Mindeststandards und Entwicklungsperspektiven beim Einsatz von Simulationspatientinnen und Simulationspatienten. GMS J Med Educ. 2019;36(3):Doc26. DOI: 10.3205/zma001234
Deutsch
Formative vs. summative in interprofessional simulation:
< Clearly differentiate objectives, timing, consequences and roles of formative vs. summative assessments and exemplify using short vignettes
< Compare typical application windows (briefing, scenario, debriefing, OSCE station, team drill) and their learning effects
< Clarify precise definitions (assessment, feedback, feedforward, decision) and common misconceptions
< Reflect on the effects of categorization on the learning climate, motivation and scope for action of the professions
Instruments & application logic:
< Compare checklist, global rating and team rubric in purpose, observation focus (individual vs. team) and feasibility
< Define comparison criteria: purpose, observability, IP focus, resources; name contraindication for each instrument
< Create comparison matrix (at least 3 instruments x 5 criteria) and apply to example scenario
< Mapping: scenario requirements à suitable instrument set (incl. briefly justified selection)
Synchronous kick-off (online), asynchronous preparation via online learning platform, synchronous (simulation) face-to-face event
Continuous assessment: Asynchronous work assignments (online, TL 1), synchronous work assignments (presence, TL 2)
Brownie, S., Yap, J. R., Blanchard, D., Amankwaa, I., Pearce, A., Sampath, K. K., Yan, A.-R., Andersen, P., & Broman, P. (2024). Tools for self- or peer-assessment of interprofessional competencies of healthcare students: A scoping review. Frontiers in Medicine, 11, 1449715. doi.org/10.3389/fmed.2024.1449715
Buléon, C., Mattatia, L., Minehart, R. D., Rudolph, J. W., Lois, F. J., Guillouet, E., Philippon, A.-L., Brissaud, O., Lefevre-Scelles, A., Benhamou, D., Lecomte, F., Group, T. S. A. W. S., Bellot, A., Crublé, I., Philippot, G., Vanderlinden, T., Batrancourt, S., Boithias-Guerot, C., Bréaud, J., … Chabot, J.-M. (2022). Simulation-based summative assessment in healthcare: An overview of key principles for practice. Advances in Simulation, 7(1), 42. doi.org/10.1186/s41077-022-00238-9
Daulton, B. J., Romito, L., Weber, Z., Burba, J., & Ahmed, R. A. (2021). Application of a Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to Individual Student Performance in a Team-Based Simulation. Journal of Medical Education and Curricular Development, 8, 23821205211042436. doi.org/10.1177/23821205211042436
Harden, R. M. (2016). Revisiting ‘Assessment of clinical competence using an objective structured clinical examination (OSCE)’. Medical Education, 50(4), 376–379. doi.org/10.1111/medu.12801
Henrico, K., & Makkink, A. W. (2023). Use of global rating scales and checklists in clinical simulation-based assessments: A protocol for a scoping review. BMJ Open, 13(5), e065981. doi.org/10.1136/bmjopen-2022-065981
Jarl, M., Escher, C., Harbut, P., Conte, H., & Nilsson, U. (2025). Psychometric evaluation of a structured assessment tool for nurse anesthetists’ non-technical skills. BMC Medical Education, 25(1), 718. doi.org/10.1186/s12909-025-07297-2
Karlgren, K., Dahlström, A., Birkestam, A., Drevstam Norling, A., Forss, G., Andersson Franko, M., Cooper, S., Leijon, T., & Paulsson, C. (2021). The TEAM instrument for measuring emergency team performance: Validation of the Swedish version at two emergency departments. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, 29(1), 139. doi.org/10.1186/s13049-021-00952-9
Lee, M. H. M., Phua, D. H., & Heng, K. W. J. (2021). The use of a formative OSCE to prepare emergency medicine residents for summative OSCEs: A mixed-methods cohort study. International Journal of Emergency Medicine, 14(1), 62. doi.org/10.1186/s12245-021-00383-4
McGaghie, W. C., Barsuk, J. H., & Wayne, D. B. (Hrsg.). (2020). Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education. Springer International Publishing. doi.org/10.1007/978-3-030-34811-3
Morian, H., Härgestam, M., Hultin, M., Jonsson, H., Jonsson, K., Nordahl Amorøe, T., & Creutzfeldt, J. (2023). Reliability and validity testing of team emergency assessment measure in a distributed team context. Frontiers in Psychology, 14, 1110306. doi.org/10.3389/fpsyg.2023.1110306
Paige, J. T., Sonesh, S. C., Garbee, D. D., & Bonanno, L. S. (Hrsg.). (2020). Comprehensive Healthcare Simulation: InterProfessional Team Training and Simulation. Springer International Publishing. doi.org/10.1007/978-3-030-28845-7
Prediger, S., Gärtner, J., Jebram, L., & Harendza, S. (2025). Strategy-based evaluation of a formative simulation test assessing professionally relevant competences of undergraduate medical students [Text/html]. GMS Journal for Medical Education, 42(2). doi.org/10.3205/ZMA001745
Roszipal, B., Szelesi, G., Ernst, M., Hoffelner, A., & Wagner, M. (2025). Competency Development in Early Nursing Training: A Cross-Sectional OSCE Study of Self-Assessment Versus Examiner Ratings. In Review. doi.org/10.21203/rs.3.rs-7518013/v1
Seropian, M. A., Keeler, G. R., & Naik, V. N. (Hrsg.). (2020). Comprehensive Healthcare Simulation: Program & Center Development. Springer International Publishing. doi.org/10.1007/978-3-030-46812-5
Toale, C., Morris, M., Roche, A., Voborsky, M., Traynor, O., & Kavanagh, D. (2024). Development and validation of a simulation-based assessment of operative competence for higher specialist trainees in general surgery. Surgical Endoscopy, 38(9), 5086–5095. doi.org/10.1007/s00464-024-11024-1
Wettergreen, S. A., Pearson, M. J., & Scoular, S. K. (2022). Comparison of Students’ Self-Assessment and Simulated Patient Assessment in a Patient Counseling Evaluation and Perceived Importance of Communication Skills. Pharmacy, 10(6), 177. doi.org/10.3390/pharmacy10060177
Yang, W., Ruan, M., Gong, J., Peng, M., Wang, Z., Xia, W., Liu, X., & Yang, G. (2023). Motivational simulated teaching of clinical skills using formative assessment methods for medical undergraduate students: Between-group evaluation of a simulated course in a Chinese medical college. BMJ Open, 13(9), e069782. doi.org/10.1136/bmjopen-2022-069782
Zhang, C. (2023). A Literature Study of Medical Simulations for Non-Technical Skills Training in Emergency Medicine: Twenty Years of Progress, an Integrated Research Framework, and Future Research Avenues. International Journal of Environmental Research and Public Health, 20(5), 4487. doi.org/10.3390/ijerph20054487
Deutsch
Patient simulators
< Types and areas of application of simulators
< Design and functional principles of high-fidelity simulators
< Control and monitoring structures of common systems
Audio-video systems
< Technical basics of AV systems in the context of simulation
< Main components: Cameras, microphones, recording software and end devices
< Technical structure and signal paths
< Typical application scenarios
Interrelationships in the simulation setting
< Interaction and integration of technical components to form a functioning overall system
< Communication structures between simulator, AV system, control software and network
< Fundamentals of technical system understanding in the operation of a simulation setting
Technical fidelity as a component of realistic simulations
< Definition and conceptual classification of technical fidelity in the overall concept of simulation
< Dimensions and influencing factors of technical fidelity
Operation of simulation technologies
< Preparation and control of simulators
< Use of audio-video systems for recording and controlling simulations
Strategies for limited technical resources
< Compensating for a lack of technology through didactic or organizational design
< Technical simplification of complex scenarios
Dealing with technical difficulties
< Setting up fail-safes and emergency strategies
< Structured troubleshooting
Lecture with exercises and group discussions
Final exam: Development of a structured technical concept for the implementation of a simulation scenario with didactic justification of the technology used
Alinier, G. (2008). Simulation Audio/Video Requirements and Working with Audio/Video Installation Professionals. In Clinical Simulation (S. 729–736). Elsevier. doi.org/10.1016/B978-012372531-8.50120-5
Chiniara, G., Cole, G., Brisbin, K., Huffman, D., Cragg, B., Lamacchia, M. & Norman, D. (2013). Simulation in healthcare: a taxonomy and a conceptual framework for instructional design and media selection. Medical teacher, 35(8), e1380-95. doi.org/10.3109/0142159X.2012.733451
Cooper, J. B. & Taqueti, V. R. (2008). A brief history of the development of mannequin simulators for clinical education and training. Postgraduate medical journal, 84(997), 563–570. doi.org/10.1136/qshc.2004.009886
Crawford, S. B., Baily, L. W. & Monks, S. M. (2019). Comprehensive Healthcare Simulation: Operations, Technology, and Innovative Practice. Springer International Publishing. doi.org/10.1007/978-3-030-15378-6
Lavoie, P., Deschênes, M.‑F., Nolin, R., Bélisle, M., Blanchet Garneau, A., Boyer, L., Lapierre, A. & Fernandez, N. (2020). Beyond Technology: A Scoping Review of Features that Promote Fidelity and Authenticity in Simulation-Based Health Professional Education. Clinical Simulation in Nursing, 42, 22–41. doi.org/10.1016/j.ecns.2020.02.001
Riessen, R., Conrad, V., Herrmann-Werner, A. & Reutershan, J. (2015). Building an audio/video-feedback system for simulation training in medical education. Bio-Algorithms and Med-Systems, 11(2), 89–99. doi.org/10.1515/bams-2015-0010
Watts, P. I., McDermott, D. S., Alinier, G., Charnetski, M., Ludlow, J., Horsley, E., Meakim, C. & Nawathe, P. A. (2021). Healthcare Simulation Standards of Best PracticeTM Simulation Design. Clinical Simulation in Nursing, 58, 14–21. doi.org/10.1016/j.ecns.2021.08.009
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Design and structure of simulation centers
< Spatial requirements and technical framework conditions
< Organizational connection and administration
< Personnel requirements and qualification profiles
< Infrastructure and operation
< Data protection aspects
Aspects of planning a simulation center
< Possible stakeholders and interest groups
< Rough resource planning
< Special work packages and their essential partners (AV system, ...)
< Planning and implementation phases
Success factors for sustainable establishment
< Key figures (room utilization, user satisfaction, technical failures, ...)
< Accreditations for centers and simulation programs
< User-centered development and strategic cooperation
Self-study, lecture and group discussions
Final exam: Submission of a concept paper on the possibility of implementing simulation rooms in one's own work area or further development of existing centers, including possible hurdles, resource estimates and factors for sustainable use.
Charnetski, M. & Jarvill, M. (2021). Healthcare Simulation Standards of Best PracticeTM Operations. Clinical Simulation in Nursing, 58, 33–39. doi.org/10.1016/j.ecns.2021.08.012
Crawford, S. B., Baily, L. W. & Monks, S. M. (2019). Comprehensive Healthcare Simulation: Operations, Technology, and Innovative Practice. Springer International Publishing. doi.org/10.1007/978-3-030-15378-6
Diaz-Navarro, C., Armstrong, R., Charnetski, M., Freeman, K., Koh, S., Reedy, G., Smitten, J., Ingrassia, P. L., Matos, F. M. & Issenberg, B. (2024). Global Consensus Statement on Simulation-Based Practice in Healthcare. Clinical Simulation in Nursing, 93, 101552. doi.org/10.1016/j.ecns.2024.101552
Riley, R. H. (Hrsg.). (2016). Manual of simulation in healthcare (Second edition). Oxford University Press.
Seropian, M. & Lavey, R. (2010). Design considerations for healthcare simulation facilities. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 5(6), 338–345. doi.org/10.1097/SIH.0b013e3181ec8f60
Seropian, M. A., Keeler, G. R. & Naik, V. N. (2020). Comprehensive healthcare simulation. Program & center development / Michael A. Seropian, George R. Keeler, Viren N. Naik, editors. Comprehensive healthcare simulation. Springer.
St. Pierre, M. & Breuer, G. (Hrsg.). (2018). SpringerLink Bücher. Simulation in der Medizin: Grundlegende Konzepte - Klinische Anwendung (2. Auflage). Springer. doi.org/10.1007/978-3-662-54566-9
Deutsch
Self-study, lecture and practical exercises
Final exam: Submission of a written project report
Donoghue, Aaron, Katherine Allan, Sebastian Schnaubelt, u. a. „Manikin Physical Realism for Resuscitation Education: A Systematic Review“. Resuscitation Plus 23 (Mai 2025): 100940. doi.org/10.1016/j.resplu.2025.100940. LV-Beschreibung Applied Simulation Building Seite 3 von 3
Fuselier, Julie, Dee Baldwin, und Colette Townsend-Chambers. „Nursing Students’ Perspectives on Manikins of Color in Simulation Laboratories“. Clinical Simulation in Nursing 12, Nr. 6 (2016): 197–201. doi.org/10.1016/j.ecns.2016.01.011.
Massoth, Christina, Hannah Röder, Hendrik Ohlenburg, u. a. „High-fidelity is not superior to low-fidelity simulation but leads to overconfidence in medical students“. BMC Medical Education 19, Nr. 1 (2019): 29. doi.org/10.1186/s12909-019-1464-7.
Nimbalkar, Archana, Dipen Patel, Amit Kungwani, Ajay Phatak, Rohitkumar Vasa, und Somashekhar Nimbalkar. „Randomized control trial of high fidelity vs low fidelity simulation for training undergraduate students in neonatal resuscitation“. BMC Research Notes 8, Nr. 1 (2015): 636. doi.org/10.1186/s13104-015-1623-9.
ResearchGate. „(PDF) Aufbau Eines Simulationstrainings. Was Muss Beachtet Werden?“ Februar 2019. www.researchgate.net/publication/330401762_Aufbau_eines_Simulationstrainings_Was_muss_beachtet_werden.
Riley, Richard H., Hrsg. Manual of Simulation in Healthcare. Oxford University Press, 2015. doi.org/10.1093/med/9780198717621.001.0001.
Steinacker, Anna Christine, Victoria Kreiss, und Daniela Herchet. Simulationsszenarien für Aus- und Weiterbildung in der Pflege: Mit ausgearbeiteten Szenarien für die praktische Umsetzung. Springer, 2022. doi.org/10.1007/978-3-662-64363-1.
Stokes-Parish, Jessica B., und Giulia Roiter. Moulage Resource Book. Bond University, 2022.
theSimTech. „LEARN MEDICAL MOULAGE I theSimTech“. Zugegriffen 4. November 2025. www.thesimtech.org/moulage/.
Deutsch
> Overview and comparative mapping of various IPE/IPC models
>Synthesize, and translate evidence for best practices in IPE and collaborative practice
>Analyze how roles, power, and collaborative leadership plays in team relationship and function that may foster or hinder IPE/IPC
Lecture with take home exercises and group discussions
Final exam: Submission of written assignment
Interprofessional Education Collaborative. (2023). IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3
Canadian Interprofessional Health Collaborative. (2024). CIHC Competency Framework for Advancing Collaboration 2024. www.cihc-cpis.com
Barr, H., Hutchings, M., Machin, A., Helme, M., Gray, R., & Reeves, S. (2016). CAIPE: Interprofessional Education Guidelines 2016. Fareham (UK): Caipe.
INACSL Standards Committee. (2021). Healthcare Simulation Standards of Best Practice®: Simulation-enhanced interprofessional education. Clinical Simulation in Nursing, 58, 49–53. doi.org/10.1016/j.ecns.2021.08.015
van Diggele, C., Roberts, C., Burgess, A., & Mellis, C. (2020). Interprofessional education: tips for design and implementation. BMC medical education, 20(Suppl 2), 455.
Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A. L., ... & Taylor, J. (2023). The implementation of interprofessional education: a scoping review. Advances in Health Sciences Education, 28(1), 243-277.
Englisch
> Writing roles-focused learning objectives and aligning them with scenario design, facilitation strategies, and debriefing structures.
> Comparison of models in terms of role clarity, power dynamics, and the distribution of leadership and decision-making across professions.
> Strategies for making roles and scope of practice explicit in simulation: task allocation, handover points, “who leads when,” and escalation pathways (speaking up)
>Use of specific communication tools (e.g., SBAR, advocacy & assertion, closed-loop communication) to operationalize role clarity and escalation in practice.
>Concepts of collaborative leadership, followership, and shared decision-making in interprofessional teams.
> Exploration of role flexibility (e.g., assessment, education, care coordination) and how overlapping roles can be harnessed to support, rather than compete with, each other.
Lecture with exercises and group discussions
Final exam: Submission of written assignment
Interprofessional Education Collaborative. (2023). IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3
Canadian Interprofessional Health Collaborative. (2024). CIHC Competency Framework for Advancing Collaboration 2024. www.cihc-cpis.com
Barr, H., Hutchings, M., Machin, A., Helme, M., Gray, R., & Reeves, S. (2016). CAIPE: Interprofessional Education Guidelines 2016. Fareham (UK): Caipe.
INACSL Standards Committee. (2021). Healthcare Simulation Standards of Best Practice®: Simulation-enhanced interprofessional education. Clinical Simulation in Nursing, 58, 49–53. doi.org/10.1016/j.ecns.2021.08.015
Bochatay, N., Ju, M., O'Brien, B. C., & van Schaik, S. M. (2025). A scoping review of interprofessional simulation-based team training programs. Simulation in Healthcare, 20(1), 33-41.
Gilbert, J. H. V., Yan, J., & Hoffman, S. J. (2010). A WHO report: Framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 39(Suppl 1), 196–197
Klenke-Borgmann, L., DiGregorio, H., & Cantrell, M. A. (2023). Role clarity and interprofessional colleagues in psychological safety: A faculty reflection. Simulation in Healthcare, 18(3), 203-206.
Bochatay, N., Ju, M., O'Brien, B. C., & van Schaik, S. M. (2025). A scoping review of interprofessional simulation-based team training programs. Simulation in Healthcare, 20(1), 33-41.
Englisch
> Fundamentals of interprofessional collaboration
Definitions and objectives of interprofessional education (IPE); understanding the roles of the professions involved; WHO/CAIPE definition ("learning with, from and about each other").
> TeamSTEPPS framework
Introduction to the five core components: Team Structure, Communication, Leadership, Situation Observation and Mutual Support; practical exercises and application of the Team Performance Observation Tool (TPOT).
> Crisis Resource Management (CRM / eCRM)
Principles such as clear roles, effective communication, delegation, situational awareness and resource management; application in emergency simulations.
> Communication models
SBAR/ISBAR/SINNHAFT (Situation - Background - Assessment - Recommendation), closed-loop communication, "10 Seconds for 10 Minutes", tools for handovers and team communication; importance for patient/client safety.
> Social identity, role and systems theory
Influence of professional roles on interaction; power relations, gender, hierarchy; social trust and conflict management.
> Psychological aspects
Group development (Tuckman), leadership theories, conflict resolution, decision-making under stress, emotion perception and regulation.
> Andragogy
Andragogical principles (self-direction, experience-based learning, relevance, problem solving) in the design of interprofessional training; transfer into practice.
> Debriefing
Importance of reflection for learning success; methods for interprofessional debriefings; promotion of psychological safety; structured debriefing models (e.g. Good Judgment, PEARLS).
> Evaluation and quality assurance
Use of validated instruments such as TPOT, T-TPQ, IPEC self-assessment; scientific evaluation of team simulations; transfer into practice.
High-fidelity simulations with role-playing, TeamSTEPPS ‑exercises and communication drills, Crisis Resource Management (E ‑CRM) and emergency scenarios, short presentations and interactive discussions, video-assisted reflection and peer ‑feedback and portfolio work
Continuous assessment: practical examination performance, portfolio
Schram, A., Bonne, N. L., Henriksen, T. B., Paltved, C., Hertel, N. T., & Lindhard, M. S. (2024). Simulation-based team training for healthcare professionals in pediatric departments: Study protocol for a nonrandomized controlled trial. BMC Medical Education, 24, Article 607. doi.org/10.1186/s12909-024-05602-z
Cánovas Pallarés , JM, Fenzi , G., Fernández Molina, P., López Ferrándiz , L., Espinosa Ramírez, S., & Arizo Luque , V. (2025). Building safe emergency medical teams with Emergency Crisis Resource Management (E CRM): An interprofessional simulation-based study. Healthcare , 13(15), 1858. doi.org/10.3390/healthcare13151858
Lehmann, M., Mikulasch, J., Poimann, H., Backhaus, J., König, S., & Mühling, T. (2025). Training and assessing teamwork in interprofessional virtual reality–based simulation using the TeamSTEPPS framework: Protocol for randomized pre-post intervention study. JMIR Research Protocols, 14, e68705. doi.org/10.2196/68705
Mahmood, L. S., Mohammed, C. A., & Gilbert, J. H. V. (2021). Interprofessional simulation education to enhance teamwork and communication skills among medical and nursing undergraduates using the TeamSTEPPS® framework. Medical Journal Armed Forces India, 77(Suppl 1), S42–S48. doi.org/10.1016/j.mjafi.2020.10.026
Centre for the Advancement of Interprofessional Education (CAIPE). (2016). Interprofessional education. www.caipe.org/about-us
Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in healthcare: An integrative review. Nurse Education in Practice, 19, 36–40.
Centers for Disease Control and Prevention. (2021). Principles of Adult Learning. CDC Learning Connection. www.cdc.gov/training/development/pdf/adultlearning-principles.pdf
Deutsch
Collaboration as a core element of professional practice
Strengthen analytical skills by identifying potential barriers and gaps when implementing existing IPE/IPC scenarios and proposing improvements.
Demonstrate competency in pedagogically standards that foster interprofessional collaboration.
Lecture with exercises and group discussions
Final exam: Written Assignment
Barr, H., Hutchings, M., Machin, A., Helme, M., Gray, R., & Reeves, S. (2016). CAIPE:
Interprofessional Education Guidelines. Fareham (UK): Caipe.
Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A. L., ... & Taylor, J. (2023). The
implementation of interprofessional education: a scoping review. Advances in Health Sciences
Education, 28(1), 243-277.
Canadian Interprofessional Health Collaborative. (2024). CIHC Competency Framework for
Advancing Collaboration 2024. www.cihc-cpis.com
INACSL Standards Committee. (2021a). Healthcare Simulation Standards of Best Practice®:
Simulation-enhanced interprofessional education. Clinical Simulation in Nursing, 58, 49–53.
doi.org/10.1016/j.ecns.2021.08.015
INACSL Standards Committee(2021b). Healthcare Simulation Standards of Best Practice. Simulation Design. Clinical Simulation in Nursing , 58, 14-21. doi.org/10.1016/j.ecns.2021.08.009
Panel, I. E. C. E. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Interprofessional Education Collaborative Expert Panel.
Park, C. S, & Murphy, T. F. Code of Ethics Working Group, & Society for Simulation
in Healthcare. (2018). Healthcare Simulationist: Code of Ethics (pp. 1–12). https:
//www. ssih.org/Code-of-Ethics.
Rossler, K. L., & Kimble, L. P. (2016). Capturing readiness to learn and collaboration as explored with an
interprofessional simulation scenario: A mixed methods research study. Nurse Education Today, 36,
348-353. doi.org/http://dx.doi.org/10.1016/j.nedt.2015.08. 018.
van Diggele, C., Roberts, C., Burgess, A., & Mellis, C. (2020). Interprofessional education: tips for
design and implementation. BMC medical education, 20(Suppl 2), 455.
World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Retrieved from www.who.int/hrh/resources/framework_action/en/.
Englisch
Fundamentals
Crew Resource Management (CRM) and Crisis Resource Management
Error occurrence, error analysis and safety culture
Team structures, team dynamics and interprofessional collaboration
Communication, speak-up culture and psychological safety
Evaluation, quality assurance and innovation
Lecture with exercises and group discussions
Continuous assessment: Practical and written partial performances, accompanying reflection portfolio
Agency for Healthcare Research and Quality. (2020). TeamSTEPPS 2.0. www.ahrq.gov/teamstepps/index.html
Boysen, P. G. II. (2013). Just culture: A foundation for balanced accountability and patient safety. Ochsner Journal, 13(3), 400–406.
Buljac-Samardžić, M., Dekker-van Doorn, C. M., & Maynard, M. T. (2021). What do we really know about crew resource management in healthcare? An umbrella review on crew resource management and its effectiveness. Journal of Patient Safety, 17(8), e929–e958. doi.org/10.1097/PTS.0000000000000816
Carayon, P., Wetterneck, T. B., Rivera-Rodriguez, A. J., et al. (2014). Human factors systems approach to healthcare quality and patient safety (SEIPS 2.0). Applied Ergonomics, 45(1), 14–25.
Dekker, S. (2017). Just culture: Restoring trust and accountability in your organization (3rd ed.). CRC Press.
Deutsch, E. S., Van, C. M., & Mossburg, S. E. (2022). Resilient healthcare and the Safety‑I and Safety‑II frameworks. Patient Safety Network. psnet.ahrq.gov/perspective/resilient-healthcare-and-safety-i-and-safety-ii-frameworks
Hollnagel, E., Wears, R., & Braithwaite, J. (Eds.). (2015). Resilient health care: Volume 2 – The resilience of everyday clinical work. Ashgate.
Lee, J. Y., Huang, C. H., Wang, H. W., Hung, S. W., & Chang, J. T. (2025). A novel approach to patient safety education: Integrating the human factors analysis and classification system (HFACS) to build a culture of safety in medical training. BMC Medical Education, 25, 1296.
Pruden, C., Beecham, G. B., & Waseem, M. (2025). Human factors in medical simulation. In StatPearls. StatPearls Publishing.
Reason, J. (2000). Human error: Models and management. BMJ, 320(7237), 768–770.
Rall, M., & Gaba, D. M. (2005). Crisis resource management to improve patient safety. Best Practice & Research Clinical Anaesthesiology, 19(4), 1–15.*
Sung, T. C., & Hsu, H. C. (2025). Improving critical care teamwork: Simulation-based interprofessional training for enhanced communication and safety. Journal of Multidisciplinary Healthcare, 18, 355–367. doi.org/10.2147/JMDH.S500890
Zajac, S., Woods, A., Tannenbaum, S., Salas, E., & Holladay, C. L. (2021). Overcoming challenges to teamwork in healthcare: A team effectiveness framework and evidence-based guidance. Frontiers in Communication, 6, Article 606445. doi.org/10.3389/fcomm.2021.606445
Deutsch
Impulse lectures and interactive short inputs
Final exam: Colloquium (oral examination)
Allred, K. G., Mallozzi, J. S., Matsui, F., & Raia, C. P. (1997). The influence of anger and compassion on negotiation performance. Organizational Behavior and Human Decision Processes, 70(3), 175–189.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43–63.
Effectiviology. (2024). Grice’s maxims of conversation: The principles of effective communication. Retrieved November 7, 2025, from effectiviology.com/principles-of-effective-communication/
Grice, H. P. (1989). Studies in the way of words. Harvard University Press.
Harré, R., & van Langenhove, L. (1999). Positioning theory: Moral contexts of intentional action. Blackwell.
McVee, M. B., Silvestri, K. N., Barrett, N., & Haq, K. (2019). Positioning theory in education: Research and applications. Retrieved November 7, 2025, from www.buffalo.edu/clari/positioning-theory/background.html
Overcoming challenges to teamwork in healthcare: A team effectiveness framework and evidence based guidance. (2021). Frontiers in Communication, 6, Article 606445. doi.org/10.3389/fcomm.2021.606445
Rall, M., Oberfrank, S., & Conrad, G. (2013). Improving patient safety in air rescue: The importance of simulation team training with focus on human factors/CRM. AirRescue, 3, 35–37.
Schulz von Thun, F. (1981). Miteinander reden 1: Störungen und Klärungen. Allgemeine Psychologie der Kommunikation. Rowohlt.
Schulz von Thun Institut für Kommunikation. (n.d.). Das Kommunikationsquadrat. Retrieved November 7, 2025, from www.schulz-von-thun.de/die-modelle/das-kommunikationsquadrat
Schütz, A. (1967). The phenomenology of the social world (G. Walsh & F. Lehnert, Trans.). Northwestern University Press. (Original work published 1932)
Vargas, G. M. (2020). Alfred Schutz’s life world and intersubjectivity. Open Journal of Social Sciences, 8, 417–425. doi.org/10.4236/jss.2020.812033
Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1967). Pragmatics of human communication: A study of interactional patterns, pathologies, and paradoxes. Norton
Deutsch
Standardized simulation training with drama patients according to the ÖPGK-tEACH standard, peer feedback, short inputs, reflection exercises
Continuous assessment: Active and reflective participation in communication training with drama patients
Butow, P. N., Brown, R. F., Cogar, S., Tattersall, M. H. N., & Dunn, S. M. (2002). Oncologists’ reactions to cancer patients’ verbal cues. Psycho-Oncology, 11(1), 47–58. doi.org/10.1002/pon.556
Iversen, E. D., Wolderslund, M., Kofoed, P.-E., Gulbrandsen, P., Poulsen, H., Cold, S., & Ammentorp, J. (2021). Communication skills training: A means to promote time-efficient patient-centered communication in clinical practice. Journal of Patient-Centered Research and Reviews, 8(4), 307–314. doi.org/10.17294/2330-0698.1782>
Kurtz, S. M., Draper, J., & Silverman, J. D. (2004). Teaching and learning communication skills in medicine (2nd ed.). CRC Press.
Levinson, W., Gorawara-Bhat, R., & Lamb, J. (2000). A study of patient clues and physician responses in primary care and surgical settings. JAMA, 284(8), 1021–1027. doi.org/10.1001/jama.284.8.1021
Silverman, J., Kurtz, S., & Draper, J. (2013). Skills for communicating with patients (3rd ed.). CRC Press.
Deutsch
Lecture with exercises and group discussions
Continuous assessment: Realization and video documentation of a theoretical debriefing including preparation (prebriefing and briefing) (partial achievement 1) and written reflection on the debriefing process (partial achievement 2)
Arnold R. (2013). Wie man lehrt, ohne zu belehren. 29 Regeln für eine kluge Lehre. Das LENA-Modell. Heidelberg: Carl-Auer.
Dieckmann, P. (2013): Gute Nachrede – Debriefing. In: St. Pierre, Michael/Breuer, Georg (Hrsg.): Simulation in der Medizin. Grundlegende Konzepte – Klinische Anwendung. Berlin: Springer-Verlag GmbH Deutschland, S. 153-168.
Hagemann, V. (2016): Debriefing – Kernelement der Simulation. In: Hackstein, Achim/Hagemann, Vera/Kaufmann, Florentin/Regener, Helge (Hrsg.): Handbuch Simulation. Edewecht: Stumpf + Kossendey Verlagsgesellschaft mbH, S. 174-176.
Lioce L. (Ed.), Lopreiato J. (Founding Ed.), Anderson M., Deutsch, E.S., Downing D., Robertson J.M., Diaz D.A., and Spain A.E. (Assoc. Eds.), and the Terminology and Concepts Working Group (2024), Healthcare Simulation Dictionary–Third Edition. Rockville, MD: Agency for Healthcare Research and Quality; January 2025. AHRQ Publication No. 24-0077. DOI: www.ahrq.gov/patient-safety/resources/simulation/terms.html.
Persico, L., Ramakrishnan, S., Wilson-Keates, B., Catena, R., Charnetski, M., Fogg, N., Jones, M. C., Ludlow, J., MacLean, H., Simmons, V. C., Smeltzer, S. & Wilk, A. (2025). Healthcare Simulation Standard of Best Practice® Prebriefing: Preparation and briefing. Clinical Simulation in Nursing, 105, 101777. doi.org/10.1016/j.ecns.2025.101777
Rudolph, J. W./Simon, R. /Dufresne, R. L./Raemer, D. (2006): There´s No Such Thing as „Nonjudgmental“ Debriefing: A Theory and Method for Debriefing with Good Judgment. In: journals.lww.com/simulationinhealthcare/Fulltext/2006/00110/There _s_No_Such_Thing_as__Nonjudgmental_.6.aspx.
Reich K, Konstruktivistische Didaktik. Das Lehr- und Studienbuch mit Online-Methodenpool. 5. A. Weinheim und Basel: Beltz Verlag, 2012.
Schmal, J. (2017): Unterrichten und Präsentieren in Gesundheitsfachberufen. Methodik und Didaktik für Praktiker. Berlin: Springer-Verlag GmbH Deutschland.
Schwermann, M./ Möllmann, C./ Larkamp, M. (2026). Simulation in der Pflege. Kompetenzorientiertes Lehren und Lernen. Urban & Fischer in Elsevier.
SESAM Accredidatition of Simulation Based Educational Institution – Principles (SESAM). ETHIK-KODEX FÜR SIMULATIONS - EXPERTINNEN IM GESUNDHEITSWESEN Arbeitsgruppe „Ethik-Kodex“ Deutsche Version (German version), 2025. Aus: www.sesam-web.org/media/documents/code-of-ethics-german.pdf
SimNAT Gesundheitsfachberufe e.V.(2024). Simulation als Lehr-Lernmethode - Leitlinie SimNAT Gesundheitsfachberufe. Aus: www.simnat.de/de/simnat/visionen.
Deutsch
> Role of debriefing in the learning process: repetition of basic principles (reflective experience, purposeful feedback conversations), importance of psychological safety and interprofessional communication.
> In-depth frameworks (Good Judgment Model, PEARLS, Reflective Learning Conversation); practical application of debriefing frameworks
> Participants and situation-specific challenges: Deepening phenotypes, analyzing causes and effects; dealing with reactance through open questions, empathy and validation.
> Debriefer specific barriers: Recognizing cognitive biases, lack of knowledge and lack of preparation; applying the Debriefing Duties "Make it Safe - Make it Stick - Make it Last" to promote safety, sustainability and transfer.
> Practice using videos and real simulations, video-based reflection and use of technology: benefits and limitations of video-assisted debriefings; advantages for objectivity, change of perspective and performance improvement; use of AI-based feedback tools.
> Change of perspective and empathy: methods to promote perspective-taking, use of circular questions, role-playing with role reversal, empathic listening.
> Adult educational and sociological principles: principles of andragogy (self-direction, experience, relevance) for designing learner-centered debriefings; consideration of power structures, roles and norms in the team.
> Feedback in the sense of a "debrief the debriefer"
Exercise in presence
Continuous assessment: Active participation in the workshop
Almomani, E., Tobin, J., Fernandes, S., Sullivan, J., Saadeh, O., Mustafa, E., Pattison, N., & Alinier, G. (2025). A reflective learning conversation debriefing model for interprofessional simulation based education. BMC Medical Education, 25, Article 1434. doi.org/10.1186/s12909 025 07765 9
Eppich, W., & Cheng, A. (2015). Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and rationale for a blended approach to health care simulation debriefing. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 10(2), 106–115. doi.org/10.1097/SIH.0000000000000072
Grant, V., Moss, R., Eppich, W., Cheng, A., O’Donnell, J., & Szyld, D. (2018). Difficult debriefing situations: A toolbox for simulation educators. Advances in Simulation, 3, Article 17. doi.org/10.1186/s41077 018 0074 1
LeBlanc, V. R., Logan, G. O., & Murphy, T. (2024). More than a feeling: Emotional regulation strategies for simulation based education. Advances in Simulation, 9, Article 1. doi.org/10.1186/s41077 024 00244 6
Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There’s no such thing as „nonjudgmental“ debriefing: A theory and method for debriefing with good judgment. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 1(1), 49–55.
Salas, E., Klein, C., King, H., Salisbury, M., Augenstein, J. S., Birnbach, D. J., Robinson, D. W., & Upshaw, C. (2008). Debriefing Medical Teams: 12 Evidence-Based Best Practices and Tips. Joint Commission Journal on Quality and Patient Safety, 34(9), 518–527. doi.org/10.1016/S1553-7250(08)34066-5
Seebauer, L. (2025). Effective debriefing for simulation based medical education. Videolab Blog. videolab.eu/effective-debriefing-models-for-simulation-based-medical-education/StatPearls Publishing. (2023). Debriefing the interprofessional team in medical simulation. In StatPearls (Irim Salik & John T. Paige, Eds.). Treasure Island, FL: StatPearls Publishing. www.ncbi.nlm.nih.gov/books/NBK554526/
Deutsch
< Discussion of self-selected topics from their studies and professional life in the context of health care simulation.
< Roles, tasks and boundaries of supervisees and the group in a peer consulting setting
< Structured intervision methods with a focus on simulation-based learning
< Dealing with critical events (“ lowlights ”) in simulation and everyday professional life (e.g. debriefing) – reflection on errors, role behavior and dynamics
< Self-reflection and self-regulation in complex teaching and learning settings
<Constructive feedback in interprofessional groups: techniques, rules, attitude
< Documentation and transfer of knowledge into learning portfolios
< Reflection on group dynamics and communication processes in simulated and real team settings
Super/intervision in groups
Continuous assessment: Submission of learning journal products/entries based on supervision
Siller, G. (2022). Supervision. Eine grundlegende Einführung. Kohlhammer.
Bieri Buschor, C., Weidinger, W., & Forrer Kasteel, E. (2025). Coaching und kollegiale Beratung. Impulse für Lernprozesse und Potenzialentwicklung in der Bildungspraxis. hep.
Basic Assumption. (2004-2024) Center for Medical Simulation, Boston, Mass. USA. Retrieved from www.harvardmedsim.org info@harvardmedsim.org
Bieri Buschor , C., Weidinger, W., & Forrer Kasteel , E. (2025). Coaching and peer consulting: Impulses for learning processes and potential development in educational practice . hep .
Cheng, A., Grant, V., Huffman, J., Burgess, G., Szyld, D., Robinson, T., & Eppich, W. (2017). Coaching the debriefer: Peer coaching to improve debriefing quality in simulation programs. Simulation in Healthcare, 12(5), 319-325.
Rudolph, J. W., Raemer, D. B., & Simon, R. (2014). Establishing a safe container for learning in simulation: the role of the presimulation briefing. Simulation in Healthcare, 9(6), 339-349.
Deutsch
Lecture with exercises and group discussions
Continuous assessment: Portfolio
Grant, V., Moss, R., Eppich, W., Cheng, A., O’Donnell, J., & Szyld, D. (2018). Difficult debriefing situations: A toolbox for simulation educators. Advances in Simulation, 3(17), 1–9. doi.org/10.1186/s41077&
Kolbe, M., Grande, B., & Spahn, D. R. (2016). How to debrief teamwork interactions: Using circular questions to explore and change team interaction patterns. Advances in Simulation, 1(1), 1–10. doi.org/10.1186/s41077&
LeBlanc, V. R., Logan, G. O., & Murphy, T. (2024). More than a feeling: Emotional regulation strategies for simulation-based education. Advances in Simulation, 9(1), 1–10. doi.org/10.1186/s41077&
Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). Debriefing with Good Judgment: Combining rigorous feedback with genuine inquiry. Simulation in Healthcare, 1(1), 49–55. doi.org/10.1097/01266021&
Seelandt, J. C., Tschan, F., Brandenberger, O., & Kolbe, M. (2021). Debriefing myths and misperceptions: A narrative review. Advances in Simulation, 6(1), 1–9. doi.org/10.1186/s41077&
Hornik, R., & Kincaid, D. (2021). Psychological reactance and persuasive health communication: A review of the literature. Frontiers in Communication, 6, 1–14. doi.org/10.3389/fcomm.2021.606172
Centers for Disease Control and Prevention. (2021). Principles of Adult Learning. CDC Learning Connection. www.cdc.gov/training/development/pdf/adultlearning-principles.pdf
Kolbe, M., Edelhäuser, F., & Wacker, J. (2019). Debriefing interaction patterns and learning outcomes in simulation: An observational mixed‑methods network study. Advances in Simulation, 4(1), 1–15. doi.org/10.1186/s41077&
Nova Scotia Health Authority. (2020). Debriefing. libcat.nshealth.ca/simulation-education/debriefing
Deutsch
> Role of debriefing in the learning process: repetition of basic principles (reflective experience, purposeful feedback conversations), importance of psychological safety and interprofessional communication.
> In-depth frameworks (Good Judgment Model, PEARLS, Reflective Learning Conversation); practical application of debriefing frameworks
> Participants and situation-specific challenges: Deepening phenotypes, analyzing causes and effects; dealing with reactance through open questions, empathy and validation.
> Debriefer specific barriers: Recognizing cognitive biases, lack of knowledge and lack of preparation; applying the Debriefing Duties "Make it Safe - Make it Stick - Make it Last" to promote safety, sustainability and transfer.
> Practice using videos and real simulations, video-based reflection and use of technology: benefits and limitations of video-assisted debriefings; advantages for objectivity, change of perspective and performance improvement; use of AI-based feedback tools.
> Change of perspective and empathy: methods to promote perspective-taking, use of circular questions, role-playing with role reversal, empathic listening.
> Adult educational and sociological principles: principles of andragogy (self-direction, experience, relevance) for designing learner-centered debriefings; consideration of power structures, roles and norms in the team.
> Feedback in the sense of a "debrief the debriefer"
Exercise in presence
Continuous assessment: Active participation in the workshop
Almomani, E., Tobin, J., Fernandes, S., Sullivan, J., Saadeh, O., Mustafa, E., Pattison, N., & Alinier, G. (2025). A reflective learning conversation debriefing model for interprofessional simulation based education. BMC Medical Education, 25, Article 1434. doi.org/10.1186/s12909 025 07765 9
Eppich, W., & Cheng, A. (2015). Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and rationale for a blended approach to health care simulation debriefing. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 10(2), 106–115. doi.org/10.1097/SIH.0000000000000072
Grant, V., Moss, R., Eppich, W., Cheng, A., O’Donnell, J., & Szyld, D. (2018). Difficult debriefing situations: A toolbox for simulation educators. Advances in Simulation, 3, Article 17. doi.org/10.1186/s41077 018 0074 1
LeBlanc, V. R., Logan, G. O., & Murphy, T. (2024). More than a feeling: Emotional regulation strategies for simulation based education. Advances in Simulation, 9, Article 1. doi.org/10.1186/s41077 024 00244 6
Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There’s no such thing as „nonjudgmental“ debriefing: A theory and method for debriefing with good judgment. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 1(1), 49–55.
Salas, E., Klein, C., King, H., Salisbury, M., Augenstein, J. S., Birnbach, D. J., Robinson, D. W., & Upshaw, C. (2008). Debriefing Medical Teams: 12 Evidence-Based Best Practices and Tips. Joint Commission Journal on Quality and Patient Safety, 34(9), 518–527. doi.org/10.1016/S1553-7250(08)34066-5
Seebauer, L. (2025). Effective debriefing for simulation based medical education. Videolab Blog. videolab.eu/effective-debriefing-models-for-simulation-based-medical-education/StatPearls Publishing. (2023). Debriefing the interprofessional team in medical simulation. In StatPearls (Irim Salik & John T. Paige, Eds.). Treasure Island, FL: StatPearls Publishing. www.ncbi.nlm.nih.gov/books/NBK554526/
Deutsch
< Discussion of self-selected topics from their studies and professional life in the context of health care simulation.
< Roles, tasks and boundaries of supervisees and the group in a peer consulting setting
< Structured intervision methods with a focus on simulation-based learning
< Dealing with critical events (“ lowlights ”) in simulation and everyday professional life (e.g. debriefing) – reflection on errors, role behavior and dynamics
< Self-reflection and self-regulation in complex teaching and learning settings
<Constructive feedback in interprofessional groups: techniques, rules, attitude
< Documentation and transfer of knowledge into learning portfolios
< Reflection on group dynamics and communication processes in simulated and real team settings
Super/intervision in groups
Continuous assessment: Submission of learning journal products/entries based on supervision
Siller, G. (2022). Supervision. Eine grundlegende Einführung. Kohlhammer.
Bieri Buschor, C., Weidinger, W., & Forrer Kasteel, E. (2025). Coaching und kollegiale Beratung. Impulse für Lernprozesse und Potenzialentwicklung in der Bildungspraxis. hep.
Basic Assumption. (2004-2024) Center for Medical Simulation, Boston, Mass. USA. Retrieved from www.harvardmedsim.org info@harvardmedsim.org
Bieri Buschor , C., Weidinger, W., & Forrer Kasteel , E. (2025). Coaching and peer consulting: Impulses for learning processes and potential development in educational practice . hep .
Cheng, A., Grant, V., Huffman, J., Burgess, G., Szyld, D., Robinson, T., & Eppich, W. (2017). Coaching the debriefer: Peer coaching to improve debriefing quality in simulation programs. Simulation in Healthcare, 12(5), 319-325.
Rudolph, J. W., Raemer, D. B., & Simon, R. (2014). Establishing a safe container for learning in simulation: the role of the presimulation briefing. Simulation in Healthcare, 9(6), 339-349.
Englisch
Structure of a scenario description with reference to cognitive apprenticeship
< Structure and design of an effective simulation scenario (incl. learning objectives, setting, role description, process, materials, scheduling)
< Safety & realism: design of realistic settings that are also conducive to learning
< Integration of psychological safety and ethical aspects into the scenario design
< Reflective use of AI in scenario development
Presentation of various design templates for scenarios
< Documentation and presentation of scenarios (text structure, appendix, checklists, briefings)
Standards for simulation design (e.g. INACSL)
< Quality assurance: criteria for good scenarios, typical sources of error and optimization approaches
Lecture with exercises and group discussions
Continuous assessment: Submission of a developed high or low fidelity scenario or scenario with SP (partial achievement 1), written feedback to peers on their created scenario (partial achievement 2)
Biggs, J. B., & Tang, C. (2011). Teaching for Quality Learning at University. (4nd ed.). Society for Research into Higher Education & Open University Press.
INACSL Standards Committee. (2021). Onward and Upward: Introducing the Healthcare Simulation Standards of Best Practice. Clinical Simulation in Nursing, 58, 1–4. doi.org/10.1016/j.ecns.2021.08.006
INACSL Standards Committee, Watts, P.I., McDermott, D.S., Alinier, G., Charnetski, M., & Nawathe, P.A. (2021). Healthcare Simulation Standards of Best Practice. Simulation Design. Clinical Simulation in Nursing, 58, 14-21. doi.org/10.1016/j.ecns.2021.08.009
Deutsch
> Conditions for a good simulation scenario (learning objectives, delivery, structure, script, media,...)
> Focus setting in a scenario, possibilities for achieving the learning objectives?
> AI in the scenario creation
> End/exit of a scenario
Lecture Exercise, support in creating a scenario after theoretical input
Continuous assessment: Submission of a simulation scenario
Corvetto, M. A., & Taekman, J. M. (2013). To die or not to die? A review of simulated death. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 8(1), 8–12. doi.org/10.1097/SIH.0b013e3182689aff
Der Sahakian, G., de Varenne, M., Buléon, C., Alinier, G., Balmer, C., Blanié, A., Bech, B., Bellot, A., Boubaker, H., Dubois, N., Guevara, F., Guillouet, E., Granry, J.-C., Jaffrelot, M., Lecomte, F., Lois, F., Mouhaoui, M., Ortolé, O., Paquay, M., … Rivière, E. (2024). The 2024 French guidelines for scenario design in simulation-based education: Manikin-based immersive simulation, simulated participant-based immersive simulation and procedural simulation. Medical Education Online, 29(1), 2363006. doi.org/10.1080/10872981.2024.2363006
Watts, P. I., McDermott, D. S., Alinier, G., Charnetski, M., Ludlow, J., Horsley, E., Meakim, C., & Nawathe, P. A. (2021). Healthcare Simulation Standards of Best PracticeTM Simulation Design. Clinical Simulation In Nursing, 58, 14–21. doi.org/10.1016/j.ecns.2021.08.009
Deutsch
Understanding the basic concepts of ethics
> Definition and differences: ethics, morals, values, norms, law
> Reflecting on personal values and standards in a professional context
Understanding and applying ethical theories
> Overview of ethical theories: consequentialist ethics, utilitarianism, deontological ethics, principled ethics
> Basic assumptions, central questions and points of criticism of each theory
> Discussion of case studies on the application of ethical theories
Carry out ethical case analysis based on principled ethics
> Introduction to ethical principles according to Beauchamp and Childress
> Detailed treatment of the four principles: Autonomy, non-harm, care, justice
> Methodology of ethical case analysis: identification of ethical problems, evaluation of options, derivation of recommendations for action
> Analysis of realistic simulation scenarios from an ethical perspective (using Lego Serios Play®)
Reflecting on diversity in a sensitized way
> Concepts and dimensions of diversity: cultural, social, psychological, physical
> Influence of diversity on communication, teamwork and decision-making
> Reflection on own prejudices, stereotypes and blind spots
Designing simulation scenarios with diversity and equity in mind
> Principles of equity in the education and healthcare system
> Methods for inclusive scenario development
Applying ethical decision-making in practice
> Review the basics of informed choice, shared decision making and informed consent
> Application of ethical principles to decision-making processes in simulations
> Simulation for the practical implementation of participatory decision-making
> Reflection on challenges and ethical dilemmas in decision-making
Error culture in practice
> Error culture and patient safety: from blame to learning culture ("just culture")
> Dealing with own and observed errors, responsibility and transparency
> Speak-up culture in simulation and practice: ethical dimensions of courage, loyalty and team communication
Lecture (online format)
Practical exercise (in presence) of case analyses based on the principles of ethics using Lego Serios Play®
Continuous assessment: ethical case analysis (partial achievement 1), development of a case vignette for a simulation taking diversity and equity into account (partial achievement 2)
Beauchamp, T. L. & Childress, J. F. (2019). Principles of biomedical ethics (Eighth edition). Oxford University Press.
Dowell, S., Bajwa, M., Charnetski, M., Lababidi, H., Vora, S., Herrera, E., Park, Y. S. & Palaganas, J. C. (2023). Principles of Justice, Equity, Diversity, and Inclusion in Health Care Distance Simulation Education: Consensus Building via the Nominal Group Technique. Academic medicine : journal of the Association of American Medical Colleges, 98(12), 1443–1450. doi.org/10.1097/ACM.0000000000005317
Elwyn, G., Edwards, A. & Thompson, R. (Hrsg.). (2016). Shared decision making in health care: Achieving evidence-based patient choice (Third edition). Oxford Univ Press.
Maier, B. (2000). Ethik in Gynäkologie und Geburtshilfe: Entscheidungen anhand klinischer Fallbeispiele. Springer.
Melendez, D. R., Alexander, A. J., Nardolillo, J., Nebergall, S., Lascano, B., Riley, T., Turner, M. & Braden-Suchy, N. (2023). An Exploration of Diversity, Equity, Inclusion, and Antiracism in Standardized Patient Simulations. American journal of pharmaceutical education, 87(11), 100594. doi.org/10.1016/j.ajpe.2023.100594
Picketts, L., Warren, M. D. & Bohnert, C. (2021). Diversity and inclusion in simulation: addressing ethical and psychological safety concerns when working with simulated participants. BMJ simulation & technology enhanced learning, 7(6), 590–599. doi.org/10.1136/bmjstel-2020-000853
Sombilon, E. V., Rahmanov, S. S., Jachecki, K., Rahmanov, Z. & Peisachovich, E. (2024). Ethical Considerations When Designing and Implementing Immersive Realities in Nursing Education. Cureus, 16(7), e64333. doi.org/10.7759/cureus.64333
Wallner, J. (2018). Rechtsethik in der Medizin: Wie komme ich zu einem gut begründeten Urteil?
Schriftenreihe Recht der Medizin (RdM): Band 41. Manz'sche Verlags- und Universitätsbuchhandlung.
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> Ethical principles (autonomy, non-harm, responsibility and justice) in the context of simulation research in healthcare
> Basic areas of impact of legal requirements in the context of simulation research in healthcare
> Requirements of scientific integrity for research ethics in the context of one's own Master's thesis project
> Requirements of the informed consent form
> Draft of a preliminary ethics proposal and associated documents and revision based on feedback
Asynchronous teaching videos, online group discussions, distance learning
Final exam: Submission of a preliminary ethics proposal and the associated documents on your own Master's thesis topic (or on a potential Master's thesis topic)
ALLEA – All European Academies. (2023). Europäischer Verhaltenskodex für wissenschaftliche Integrität: Überarbeitete Fassung 2023 (Dt. Übers. Mai 2024). ALLEA. doi.org/10.26356/ECOC-German
Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University Press
Bundesgesetz über allgemeine Angelegenheiten gemäß Art. 89 DSGVO und die Forschungsorganisation (Forschungsorganisationsgesetz – FOG), BGBl. Nr. 341/1981 idF BGBl. I Nr. 60/2022
Ethikkommission der Hochschule Campus Wien (2025). Information zum Einreichen von Anträgen bei der Ethikkommission der Hochschule Campus Wien. ethikantrag.hcw.or.at
Ethikkommission der Hochschule Campus Wien. Living Guideline für die Antragstellung bei der Ethikkommission der Hochschule Campus Wien. ethikantrag.hcw.or.at
European Commission (2025) Living guidelines on the responsible use of generative AI in research (second edition). research-and-innovation.ec.europa.eu/document/2b6cf7e5-36ac-41cb-aab5-0d32050143dc_en
Regulation (EU) 2024/1689 of the European Parliament and of the Council of 13 June 2024 laying down harmonised rules on artificial intelligence and amending various regulations and directives (Artificial Intelligence Act), Official Journal L 2024/1689 (2024). eur-lex.europa.eu/eli/reg/2024/1689/oj/eng
Verordnung der Bundesministerin für Gesundheit, Familie und Jugend über das Errichten, Betreiben, Anwenden und Instandhalten von Medizinprodukten in Einrichtungen des Gesundheitswesens (Medizinproduktebetreiberverordnung – MPBV), BGBl II Nr. 252/2007 idF BGBl II Nr. 123/2019
WHO Research Ethics Review Committee. Recommended format for a 'research protocol'. www.who.int/groups/research-ethics-review-committee/recommended-format-for-a-research-protocol
World Medical Association. (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. doi.org/10.1001/jama.2013.281053
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Lecture with exercises and group discussions
Continuous assessment: Exercises, project work (prototype of an application, usability tests)
Norman, D. (2013). The Design of Everyday Things (rev. ed.).
Cooper, A. Reimann, R. Cronon, D. Noessel, C. (2014). The Essentials of Interaction Design. Wiley, 4th Edition
Shneiderman, B. (2016). Designing the User Interface: Strategies for Effective Human-Computer Interaction Global Edition
Krauss, J. (2017). Computational Thinking and Coding for Every Student
Kong, Siu-Cheung, and Harold Abelson. Computational Thinking Education. 1st Edition 2019, Springer Nature, 2019,
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> Introduction to AI: definition and history of artificial intelligence (AI).
> AI basics: clarification of AI vocabulary and basic concepts (e.g. machine learning, deep learning, neural networks, supervised vs. unsupervised learning).
> AI in healthcare and simulation: overview of current and potential use cases (e.g. training, assessment, scenario generation, debriefing analysis).
> Computer science basics: Introduction to Python for AI applications (programming basics, libraries such as NumPy, Pandas, scikit-learn).
> Ethical and legal aspects: Principles of good scientific practice in dealing with AI, data protection (e.g. GDPR) and liability issues in the context of simulation and AI in healthcare.
Lecture with interactive elements
Practical exercises with Python
Group work and discussions
Continuous assessment: Written (intermediate) examination(s) (multiple choice and/or open questions) and portfolio/short assignment.
Russell, S. J., & Norvig, P. (2021). Artificial Intelligence: A Modern Approach, Global Edition 4e.
Géron, A. (2022). Hands-on machine learning with Scikit-Learn, Keras, and TensorFlow. O'Reilly.
Rubeis, G. (2024). Ethics of Medical AI. Springer.
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1. basics of project management
2. roles, tasks and competencies in project management
3. the 5 Ws of project management (Who? What? When? Why? How?)
4. central project management building blocks
5. tools and methods
7. from the idea to implementation - preparation of the Master's thesis project
Lecture with exercises and group discussions
Final exam: Submission of a project application
Jenny, B. (2023). Projektmanagement. Das Wissen für eine erfolgreiche Karriere (9. Aufl.). Vdf Hochschulverlag.
Kuster, J., Bachmann, C., Hubmann, M., Lippmann, R., & Schneider, P., (2022). Handbuch Projektmanagement. Agil – Klassisch – Hybrid (5. Aufl.). Springer Gabler.
Marien, S., & Regel-Zachmann, J. (2017). Projektmanagement in der Schule. Beltz.
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Lecture with exercises and group discussions
Final exam: Written submission of a task, written final examination
Creswell, John W, & Creswell, J. David. (2022). Research Design : Qualitative, Quantitative, and Mixed Methods Approaches (Sixth edition). SAGE Publications, Inc. (US).
Diekmann, Andreas (2007). Empirische Sozialforschung. Grundlagen, Methoden, Anwendungen. Reinbek bei Hamburg: Rowohlt.
Flick, U., & Rowohlt Taschenbuch Verlag. (2021). Qualitative Sozialforschung : eine Einführung (10. Auflage, völlig überarbeitete Neuauflage). Rowohlt Taschenbuch Verlag.
Flick, U. (2020). Sozialforschung : Methoden und Anwendungen : ein Überblick für die BA-Studiengänge (5. Auflage). Rowohlt Taschenbuch Verlag.
Mayer, H. (2022): Pflegeforschung anwenden. Elemente und Basiswissen für Studium und Weiterbildung (6. Auflage). Facultas.
Przyborski, Aglaja / Wohlrab-Sahr, Monika (2021). Qualitative Sozialforschung: Ein Arbeitsbuch (5., überarbeitete und erweiterte Auflage). Berlin: De Gruyter.Steiner, E.; Benesch, M. (2021): Der Fragebogen. Von der Forschungsidee zur SPSS-Auswertung (6. Auflage). Facultas WUV.
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Basics of descriptive statistics
< univariate summary of data in numerical, tabular and graphical form
< Tabular and graphical representation of bivariate correlations and calculation of corresponding correlation measures
Basics of inferential statistics
<Background of drawing conclusions from the sample to the population
<Prerequisites for the data/data quality
<Calculation of confidence intervals
Basics and implementation of statistical tests: 2-group comparison with dependent/independent samples
<Application of statistical software (Python) for processing data
<Statistical analysis in the software
Presentation of statistical results
Lecture and exercises
Continuous assessment: Written submission of a task (part 1), written final examination (part 2)
Haslwanter (2022) An Introduction to Statistics with Python (2. Auflage). Springer.
Döring (2023) Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (6. Auflage). Springer.
Koller (2022) Statistik für Pflege- und andere Gesundheitsberufe (2. Auflage). Facultas.
Bortz, Schuster (2010) Statistik für Human- und Sozialwissenschaftler (7. Auflage). Springer.
Rasch, Friese, Hofmann, Naumann (2021) Quantitative Methoden 1. Einführung in die Statistik für Psychologie, Sozial- & Erziehungswissenschaften (5. Auflage). Springer.
Rasch, Friese, Hofmann, Naumann (2021) Quantitative Methoden 2. Einführung in die Statistik für Psychologie, Sozial- & Erziehungswissenschaften (5. Auflage). Springer.
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> Advanced AI models: In-depth study of specific models that are relevant for simulation (e.g. reinforcement learning, natural language processing or image recognition).
> Computational thinking and data management: Application of computational thinking to structure simulation problems for AI applications. Strategies for collecting, processing and storing simulation data.
> Project implementation in Python: Practical application of advanced Python libraries (e.g. scikit-learn or a simple introduction to deep learning frameworks) to create an AI prototype.
> Evaluation and validation: Systematic testing and validation of the functionality of AI applications, selection of suitable metrics to measure success in the healthcare context.
> Interaction and adaptation: Techniques for effective interaction and adaptation of AI systems in simulation-based teaching-learning scenarios.
Project-based learning
Practical exercises with Python
Peer feedback and discussions
Continuous assessment: Elaboration and presentation of a practical AI project (part 1) and reflection report on the methodology (part 2).
Klein, A., Dennerlein, S., & Ritschl, H. (Eds.). (2024). Health Care und Künstliche Intelligenz: ethische Aspekte verstehen–Entwicklungen gestalten. UTB.
Alammar, J., & Grootendorst, M. (2024). Hands-On Large Language Models: Language Understanding and Generation. O'Reilly.
Phoenix, J., & Taylor, M. (2024). Prompt Engineering for Generative AI. O'Reilly.
Berryman, J., & Ziegler, A. (2024). Prompt Engineering for LLMs: The Art and Science of Building Large Language Model-Based Applications. O'Reilly.
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Short inputs; demonstrations of XR best practices; design sprints
Continuous assessment: Project work (prototype of an XR application, reflection report)
Dörner, R., Broll, W., Jung, B., Grimm, P., & Göbel, M. (2019). Einführung in virtual und augmented reality. In Virtual und Augmented Reality (VR/AR) Grundlagen und Methoden der Virtuellen und Augmentierten Realität (pp. 1-42). Berlin, Heidelberg: Springer Berlin Heidelberg.
Khan, S., Alam, M., Banday, S. A., & Usta, M. S. (Eds.). (2022). Extended Reality for Healthcare Systems: Recent Advances in Contemporary Research.
Cieslowski, B. et al.. (2025) Extended Reality in Health Care Simulation: Current State, Challenges, and Future Directions. Nurse Educator 50(6):p E363-E371, November/December 2025. journals.lww.com/nurseeducatoronline/fulltext/2025/11000/extended_reality_in_health_care_simulation_.22.aspx
Chandanani, M., Laidlaw, A. & Brown, C. Extended reality and computer-based simulation for teaching situational awareness in undergraduate health professions education: a scoping review. Adv Simul 10, 18 (2025). doi.org/10.1186/s41077-025-00343-5link.springer.com/article/10.1186/s41077-025-00343-5
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Exercise
Continuous assessment: Presentations of a paper in the context of the JC
Aus den fachspezifischen Journals zu entnehmen.
Deutsch
Exercise
Continuous assessment: Written submission of a task (part 1), written final examination (part 2)
Haslwanter (2022) An Introduction to Statistics with Python (2. Auflage). Springer.
Döring (2023) Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (6. Auflage). Springer.
Koller (2022) Statistik für Pflege- und andere Gesundheitsberufe (2. Auflage). Facultas.
Bortz, Schuster (2010) Statistik für Human- und Sozialwissenschaftler (7. Aufl.). Springer.
Rasch, Friese, Hofmann, Naumann (2021) Quantitative Methoden 1. Einführung in die Statistik für Psychologie, Sozial- & Erziehungswissenschaften (5. Auflage). Springer.
Rasch, Friese, Hofmann, Naumann (2021) Quantitative Methoden 2. Einführung in die Statistik für Psychologie, Sozial- & Erziehungswissenschaften (5. Auflage). Springer.
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> Overview of qualitative interviews and interviewing:
> Object-oriented research
> Interview conduct and transcription
> Interview evaluation & research report
Inputs from the course leader
Reading and work assignments
Method workshops with exercises
Individual and group work/peer feedback
Individual and group counseling/feedback by course instructor
Presentations
Continuous assessment: Submission of the interview transcript incl. reflection on own interview conduct (partial achievement 1), submission of an evaluation report (partial achievement 2)
Braun, Virginia; Clarke, Victoria (2006): Using thematic analysis in psychology. In: Qualitative
Research in Psychology 3/2:77-101
Dresing, Thorsten; Pehl, Thorsten (2018). Praxisbuch Interview, Transkription & Analyse. Anleitungen und Regelsysteme für qualitativ Forschende. 8. Auflage. Marburg: Eigenverlag.
Dresing, Thorsten; Pehl, Thorsten (2020). Transkription. Implikationen, Auswahlkriterien und Systeme für psychologische Studien. In Günter Mey; Katja Mruck (Hg.), Handbuch Qualitative Forschung in der Psychologie. Wiesbaden: Springer. S. 835-854.
Przyborski, Aglaja; Wohlrab-Sahr, Monika (2021). Qualitative Sozialforschung. Ein Arbeitsbuch. Oldenbourg Verlag.
Rosenthal, Gabriele (2015). Interpretative Sozialforschung. Eine Einführung. Weinheim und Basel: Beltz Juventa.
Witzel, Andreas (2000). Das problemzentrierte Interview. FQS Forum Qualitative Sozialforschung, 19/3, DOI: doi.org/10.17169/fqs-1.1.1132
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Writing the Master's thesis
Independent development of the topic with individual feedback as part of the Master's thesis supervision
Final exam
Evans, D., Gruba, P., & Zobel, J. (2011). How to write a better thesis. Melbourne Univ. Publishing.
ALLEA – All European Academies. (2023). Europäischer Verhaltenskodex für wissenschaftliche Integrität: Überarbeitete Fassung 2023 (Dt. Übers. Mai 2024). ALLEA. doi.org/10.26356/ECOC-German
Buck, I. (2025). Wissenschaftliches Schreiben mit KI (1. Aufl.). UTB GmbH.
Ertl-Schmuck, R., Unger, A., & Mibs, M. (2023). Wissenschaftliches Arbeiten in Gesundheit und Pflege (2., überarb. u. erw. Aufl.). UTB GmbH.
Esselborn-Krumbiegel, H. (2022). Richtig wissenschaftlich schreiben: Wissenschaftssprache in Regeln und Übungen (Vol. 3429). UTB.
Österreichische Agentur für wissenschaftliche Integrität. (2019). Richtlinien der Österreichischen Agentur für wissenschaftliche Integrität zur Guten Wissenschaftlichen Praxis (Neugestaltung 2019 [Erstauflage 2015]). Österreichische Agentur für wissenschaftliche Integrität.
Ritschl, V., Weigl, R., & Stamm, T. (Hrsg.). (2023). Wissenschaftliches Arbeiten und Schreiben: Verstehen, anwenden, Nutzen für die Praxis (2. Aufl.). Springer.
Schmohl, T., Watanabe, A., & Schelling, K. (Hrsg.). (2023). Künstliche Intelligenz in der Hochschulbildung: Chancen und Grenzen des KI-gestützten Lernens und Lehrens. transcript Verlag. doi.org/10.14361/9783839457696
Theisen, M. R. (2024). Wissenschaftliches Arbeiten: Erfolgreich bei Bachelor- und Masterarbeit (19., neu bearb. Aufl.). Vahlen.
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Analysis and reflection of your own research process
< Structuring the research process and planning the next work steps
< Structure, outline and scientific logical coherence
< Reflection on time management and work planning in the research and writing process
< Development of a suitable theoretical framework
< Strategies for overcoming writer's block and productive writing management
Application of scientific criteria & peer feedback
< Scientific justification of methodological approaches
< Reflection on the methodological approach and derivation of limitations
< Reflection on research ethics and principles of good scientific practice
< Giving and accepting feedback in a professional context
Presentation & scientific argumentation in discourse
< Presenting your own research project in a way that is appropriate for the target audience
< Arguing methodological, theoretical and ethical decisions
< representing your own position in a discursive manner in an interprofessional context
< Critical analysis of research approaches
Discussion, peer feedback, presentation
Continuous assessment: Presentation of the current status of the Master's thesis in plenary, written and oral peer feedback on colleagues' work
Becker, H. (2000). Die Kunst des professionellen Schreibens: Ein Leitfaden für die Geistes- und Sozialwissenschaften (2. Aufl.). Frankfurt am Main: Campus.
Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). London: Sage Publications.
Esselborn-Krumbiegel, H. (2017). Richtig wissenschaftlich schreiben: Wissenschaftssprache in Regeln und Übungen. Paderborn: Schöningh.
Esselborn-Krumbiegel, H. (2017). Von der Idee zum Text: Eine Anleitung zum wissenschaftlichen Schreiben (5. Aufl.). Paderborn: Schöningh.
Wolfsberger, J. (2016). Frei geschrieben: Mut, Freiheit & Strategie für wissenschaftliche Abschlussarbeiten (4. Aufl.). Wien: Böhlau.
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Independent preparation for the Master's examination, consisting of the examination parts:
- Presentation of the Master's thesis
- Justification of the thesis
- Examination discussion on cross-connections between the topic of the Master's thesis and the relevant subjects of the curriculum
- Examination discussion on other study-relevant content
Independent development of the topic with individual feedback as part of the Master's thesis supervision. Commissioned Master's examination
Final exam
Siehe Literatur der für die Prüfung maßgeblichen Unterrichtsfächer
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Graduates of the master's program have a wide range of career paths open to them in the education, health, research, and development sectors. They are qualified to develop, implement, and scientifically evaluate simulation-based teaching and training formats and take on leading, conceptual, and innovative roles in interprofessional contexts.
We work closely with the InPASS Institute. This institute is active in the field of patient safety and has extensive expertise in the design and implementation of simulation-based training, particularly in the context of crew resource management (CRM), critical incident reporting systems, and interprofessional team training. The institute plays a leading role in the training and further education of simulation instructors in German-speaking countries.
Our cooperation with InPASS enables us to supplement the content and didactics of the study programs with proven external expertise. In this way, we strengthen the practical relevance and the professional field.
In addition to their academic degree, graduates also receive the "CRM Simulation Instructor" certificate from the InPASS Institute. This certificate is highly regarded in German-speaking countries: it certifies your advanced qualifications in teaching, training, and organizational development in the healthcare sector and is nationally and internationally recognized in the relevant professional fields.
Our collaborations provide you with opportunities for your career or for participating in research and development activities. Many of our collaborations are listed in the Campusnetzwerk. It's always worth taking a look, as it may lead you to a new job or an interesting event organized by one of our Cooperation Partners!
Head of Programs Child and Adolescent Nursing, Psychiatric Health Care and Nursing
+43 1 606 68 77-4012
simone.grandy@hcw.ac.at