General Information
Translational simulation employs diverse simulation techniques for healthcare improvement. The approach is twofold - exploring team and system performance in complex healthcare environments and testing planned changes in physical space or clinical processes. Participants in this program will learn to design and deliver translational simulation programs focused on improving system performance and apply these techniques to their local context.
Improving healthcare performance requires exploring healthcare environments and the people working in them and opportunities to test planned changes prior to real-world implementation. In this subject, participants will learn to apply translational simulation approaches to diverse healthcare challenges – designing healthcare spaces and processes, building teams and shaping culture, and delivering safer care. Participants will evaluate simulation modalities and delivery options in designing translational simulation programs and facilitate learning conversations that support performance improvement. This subject is developed in collaboration with the Translational Simulation Collaborative, a Bond University Faculty of Health Sciences and Medicine research centre, and collaborators from Mater Education and Gold Coast Hospital and Health Service.
-
Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: HPER71-118 Subject title: Translational Simulation in Healthcare Subject level: Postgraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Group Learning: x6 (Total hours: 15) - Group Learning
- Self-Directed Activity: x6 (Total hours: 30) - Modules
- Workshop: x2 (Total hours: 14) - Workshop
- Personal Study Hours: x6 (Total hours: 61) - Personal study
Attendance and learning activities: Students are required to attend a two (2) x one-day intensive workshops, six (6) coaching group sessions, and will have access to six (6) self-paced modules to prepare for and consolidate learning in the intensive workshops. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | HPER71-118 |
| Subject title: | Translational Simulation in Healthcare |
| Subject level: | Postgraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Students are required to attend a two (2) x one-day intensive workshops, six (6) coaching group sessions, and will have access to six (6) self-paced modules to prepare for and consolidate learning in the intensive workshops. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. Experience in healthcare |
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Describe the steps in designing, delivering, and debriefing a translational simulation session and/or program.
- Identify the human factors and cultural issues that impact safety and performance in specific healthcare environments.
- Apply a translational simulation approach to planning new physical spaces and to clinical redesign of workflows and processes.
- Analyse how simulation design, delivery, and debriefing can shape culture, values, and priorities for healthcare teams.
- Lead learning conversations after translational simulation activities toward improvement efforts.
- Examine how latent safety threats can be identified and explored through translational simulation.
- Adapt principles of translational simulation design, delivery, and debriefing to a specific healthcare context.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
-
Assessment details
Type Task % Timing* Outcomes assessed Case Study Case study response. Short answer questions, written in response to a case study. 2,500 words +/- 10% 30.00% Week 4 1,2,3 Presentation Oral presentation of a personal project focused on synthesising problems. 10-15 mins 30.00% Week 8 2,3,4 Written Report Summary report of a personal project. 3,500 words +/- 10% 40.00% Week 12 3,4,5,6,7 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
-
Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Case Study | Case study response. Short answer questions, written in response to a case study. 2,500 words +/- 10% | 30.00% | Week 4 | 1,2,3 |
| Presentation | Oral presentation of a personal project focused on synthesising problems. 10-15 mins | 30.00% | Week 8 | 2,3,4 |
| Written Report | Summary report of a personal project. 3,500 words +/- 10% | 40.00% | Week 12 | 3,4,5,6,7 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
-
What is translational simulation in healthcare?
Introduction to the concept of translational simulation is illustrated through case examples drawn from the literature and faculty experience. Learners will be encouraged to integrate concepts from health professions education, clinical redesign, healthcare improvement, and human factors to the design, delivery, and debriefing of translational simulation. A practical approach to designing, delivering, and debriefing after translational simulation activities will be introduced. This will include the design and demonstration of simulation techniques such as in situ simulation, use of mannikins, simulated patients, augmented reality, and virtual simulation.
-
Simulation enabled design
Application of human factors and clinical redesign principles to design and delivery of translational simulation. Explore examples of work on redesign of physical spaces, using diverse simulation methods for testing, data collection, and evaluation of planned change. Extrapolation of this approach to clinical process and workflow redesign.
-
Building teams and shaping culture through translational simulation
Reconceptualising team performance in healthcare and how simulation can explore and improve ‘performance shaping factors’ for teams and systems. Discussion of psychological safety, Relational Coordination theory, and culture. Integration of these concepts into best practices in simulation debriefing to develop an approach to learning conversations for translational simulation.
-
Patient safety and Translational Simulation
Examination of literature on identification and exploration of latent safety threats using translational simulation. Discussion of Safety I and Safety II approaches in healthcare. Using simulation to explore ‘positive deviance.’ Risk and reporting frameworks, Integration of simulation programs with institutional quality and safety governance.
-
Applying Translational Simulation in practice
Capstone module integrating principles from previous modules to a ‘diagnosis and design’ approach to solving healthcare challenges using translational simulation. Contextual application of translational simulation design, delivery and debriefing techniques to a personal project. Peer feedback and step back consultation to reviewing colleagues’ projects.