Designing a Mobile Simulation Program

  • Patricia K. CarstensEmail author
  • Marissa J. Stanton
Part of the Comprehensive Healthcare Simulation book series (CHS)


The design of a simulation program is grounded in educational theory, experiential learning, and business management.


Program design Strategic planning Needs assessment Learning objectives 


  1. 1.
    Waxman KT, Maxworthky J. Healthcare simulation program builder: easy tools to build and enhance your staff training. Danvers: HCPro, a Division of BLR; 2015.Google Scholar
  2. 2.
    Palaganas JC, Epps C, Raemer DB. A history of simulation-enhanced interprofessional education. J Interprof Care. 2014;28(2):110–5.PubMedCrossRefGoogle Scholar
  3. 3.
    Gregory Brenton. The four essential components of deliberate practice. Retrieved 3/31/19.
  4. 4.
    Jeffries PR, Battin J. Developing successful health care education simulation centers: a consortium model. New York: Springer; 2012.Google Scholar

Additional Resources

  1. Amiel I, Arad J, Gutman M, Ziv A. Mobile trauma simulation in an emergency department of a rural hospital in a conflict area in Israel. Harefuah. 2015;154(5):303.PubMedGoogle Scholar
  2. Bond W, Kuhn G, Binstadt E, Quirk M, Academic WT, Tews M, Dev P, Ericsson KA. The use of simulation in the development of individual cognitive expertise in emergency medicine. Acad Emerg Med. 2008;15:1037–45.PubMedCrossRefGoogle Scholar
  3. Chao L, Huang H, Ni L, Tsai C, Huang T. Construction and application of innovative education technology strategies in nursing. Hu Li Za Zhi the Journal of Nursing. 2017;64(6):26–33.PubMedGoogle Scholar
  4. Deering S, Rosen MA, Salas E, King HB. Building team and technical competency for obstetric emergencies: The mobile obstetric emergencies simulator (MOES) system. Simul Healthc. 2009;4(3):166–73.PubMedCrossRefGoogle Scholar
  5. Ericsson KA, Krampe RT, Tesch-Römer C. The role of deliberate practice in the acquisition of expert performance. Psychol Rev. 1993;100(3):363–406.CrossRefGoogle Scholar
  6. Ericsson KA, Charness N. Expert performance: its structure and acquisition. Am Psychol. 1994;49(8):725–47.CrossRefGoogle Scholar
  7. Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2003;79(10):S70.Google Scholar
  8. Ericsson KA, Prietula MJ, Cokely ET. The making of an expert. Harv Bus Rev. 2007;2007:115–21.Google Scholar
  9. Ericsson KA. An expert-performance perspective of research on medical expertise: the study of clinical performance. Med Edu. 2007;41:1124–30. Scholar
  10. Ericsson KA. Deliberate practice and acquisition of expert performance: a general overview. Acad Emerg Med. 2008;15(11):988–94.PubMedPubMedCentralCrossRefGoogle Scholar
  11. Ericsson KA, Nandagopal K, Roring RW. Toward a science of exceptional achievement-attaining superior performance through deliberate practice. Longevity, regeneration, and optimal health. Ann N Y Acad Sci. 2009;1172:199–217. @2009 New York Academy of Sciences.
  12. Ericsson KA. Necessity is the mother of invention: video recording firsthand perspectives of critical medical procedures to make simulated training more effective. Acad Med. 2014;89(1):17–20.PubMedPubMedCentralCrossRefGoogle Scholar
  13. Ker J, Cachia P, Beasant B. A national approach for the use of simulation to educate and train the NHS workforce: the first national clinical skills strategy. Scott Med J. 2015;60(4):220–2.PubMedCrossRefGoogle Scholar
  14. Kobayashi L, Patterson MD, Overly FL, Shapiro MJ, Williams KA, Jay GD. Educational and research implications of portable human patient simulation in acute care medicine. Acad Emerg Med. 2008;15(11):1166–74.PubMedCrossRefGoogle Scholar
  15. Kumar A, Singh T, Bansal U, Singh J, Davie S, Malhotra A. Mobile obstetric and neonatal simulation based skills training in India. Midwifery. 2019;72:14–22.PubMedCrossRefGoogle Scholar
  16. Morgan MC, Dyer J, Abril A, Christmas A, Mahapatra T, Das A, et al. Barriers and facilitators to the provision of optimal obstetric and neonatal emergency care and to the implementation of simulation-enhanced mentorship in primary care facilities in Bihar, India: a qualitative study. BMC Pregnancy Childbirth. 2018;18(1):420.PubMedPubMedCentralCrossRefGoogle Scholar
  17. Ochoa J, Naritoku DK. Using a virtual training program to train community neurologist on EEG reading skills. Teach Learn Med. 2012;24(1):26–8.PubMedCrossRefGoogle Scholar
  18. Paige JT, Kozmenko V, Yang T, Gururaja RP, Cohn I Jr, Hilton C, et al. The mobile mock operating room: bringing team training to the point of care. In: Henriksen K, Battles JB, Keyes MA, et al., editors. Advances in patient safety: new directions and alternative approaches (vol.3: performance and tools). Rockville: Agency for Healthcare Research and Quality (US); 2008.Google Scholar
  19. Robinson BK, Dearmon V. Evidence-based nursing education: effective use of instructional design and simulated learning environments to enhance knowledge transfer in undergraduate nursing students. J Prof Nurs. 2013;29(4):203–9.PubMedCrossRefGoogle Scholar
  20. Ullman E, Kennedy M, Di Delupis FD, Pisanelli P, Burbui AG, Cussen M, et al. The Tuscan mobile simulation program: a description of a program for the delivery of in situ simulation training. Intern Emerg Med. 2016;11(6):837–41.PubMedCrossRefGoogle Scholar
  21. Wehbi NK, Wani R, Yang Y, Wilson F, Medcalf S, Monaghan B, et al. A needs assessment for simulation-based training of emergency medical providers in Nebraska, USA. Adv Simul (Lond, Engl). 2018;3:22.CrossRefGoogle Scholar
  22. Xafis V, Babidge W, Field J, Altree M, Marlow N, Maddern G. The efficacy of laparoscopic skills training in a mobile simulation unit compared with a fixed site: a comparative study. Surg Endosc. 2013;27(7):2606–12.PubMedPubMedCentralCrossRefGoogle Scholar
  23. Zand A, Ibrahim K, Sadhu AR. Innovations in professional inpatient diabetes education. Curr Diabetes Rep. 2018;18(12):147.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.CHSE, Children’s Hospital & Medical Center, Department of EducationOmahaUSA
  2. 2.School of Biological Sciences - University of Nebraska–LincolnLincolnUSA

Personalised recommendations