THE SimPRENA PLATFORM USER GUIDE
The SimPRENA platform is a blended learning tool designed to support both teaching and independent study, with role-play simulations as its core instructional method. It combines self-paced online learning with interactive classroom activities, supplemented by a range of additional educational resources.
Facilitators may choose their preferred blended-learning model; however, we strongly recommend the flipped classroom approach. Instead of spending valuable simulation time teaching foundational knowledge, that content is delivered before the simulation (videos, readings, exercises). The in-class simulation session is then used to actively apply, analyse, and practice that knowledge in a realistic, hands-on environment
How is the content organised
Six subject areas are covered in fifteen simulation scenarios supplemented by theoretical background microunits, exercises, videos and extra resources.
The subject areas are:
I. Ensuring personnel and patient safety
II. Improving conflict resolution skills
III. Enhancing communication skills
IV. Building emotional resilience
V. Understanding patient behaviour
VI. Ethical considerations
What is on the platform and how to use it
Use for online self-study and preparation
- Theoretical background microlearning units
We assume that students and teachers seeking materials at this level of specificity already possess prior knowledge of the subjects. Therefore, we believe that the microlearning format is sufficient for providing theoretical background, as it focuses on summarizing key concepts rather than introducing the subject. There are 15 such units, each aligned with the theme of the appropriate role-play simulation.
- Interactive exercises
Exercises follow the theoretical units to reinforce learning, serving as effective review activities that consolidate understanding.
- Illustrative and interactive videos
Videos accompany 10 of the 15 simulations, with all six subject areas represented.
The videos were filmed in professional medical simulation centres with nursing students of Vysoká škola zdravotnická (Medical College) in Prague, Czech Republic and Akademia Nauk Stosowanych im. prof. Edwarda Lipińskiego (Lipinski University) in Kielce, Poland, acting as staff and patients.
There are three videos for each of the 10 simulations:
1. Before the debrief – the students make spontaneous, unscripted mistakes
2. After the debrief – the same scenario is replayed with the mistakes corrected
3. Interactive – video 1 is interrupted with information and questions which the online learner answers
The illustrative videos allow students to observe their colleagues in the process of learning, making mistakes, which makes the experience authentic and relatable.
The illustrative and prescriptive approach are combined in interactive videos. Here, the “Before the debrief” video is paused at critical points with additional information or questions for the online learner to answer before continuing. This approach can also be applied in the classroom, where the facilitator may pause the video to guide discussion and encourage group problem-solving.
Use for facilitated classroom practice
Role-play simulations
The interactive classroom activities are based on role-play simulation scenarios. Simulations 1, 2 and 13 have A and B versions – for nurses and for paramedics.
Materials provided:
For students:
Introduction Sheets: Provide background information and context for the scenario.
Role-Play Cards: Assign specific roles and responsibilities to participants.
For facilitators:
Objectives of the Simulation: Clearly outline the purpose and intended learning outcomes.
Warm-Up Activities: Prepare students for participation and activate relevant prior knowledge.
Scenario Overview: Summarize the context, setting, and key elements of the simulation.
Simulation Flow: Step-by-step guidance on how to conduct the activity.
Learning Outcomes: Define what students should achieve by the end of the simulation.
Debriefing Guidelines: Support reflective discussion and consolidation of learning after the activity.
Facilitator Tip: Encourage active participation, monitor student engagement, and use the debriefing session to highlight key insights and learning points.
Extra Resources
Complications Boxes introduce unexpected challenges—such as distractors, disruptors, or twists—that facilitators can use within a simulation to help participants practice navigating the unexpected, just as they would in real-life situations. Cultural Misunderstandings section highlight real-world examples of how cultural differences in healthcare settings can affect communication and interaction between nurses, paramedics, and patients, preparing participants to respond with sensitivity and professionalism.
Phrase Guides provide language support for high-stress scenarios, where choosing the right words can mean the difference between de-escalating and escalating a situation. These guides are particularly valuable for non-native speaker healthcare workers.
All materials are in 5 language versions: Czech, English, German, Greek and Polish.