Implementing Professional Integrity and Simulation-Based Learning in Health and Social Care: An Ethical and Legal Maze or a Professional Requirement for High-Quality Simulated Practice Learning?

This article explores Standard II, Professional Integrity of Participants, offering a broader notion of the term professional integrity, to form the basis for a discussion on the challenges of implementing this standard in simulation centres in the United Kingdom and potentially across Europe.

Abstract

Simulation is a popular technology within health and social care. Despite its increased popularity in health and social care, there is little consensus on how simulation educators evaluate its quality. A recent initiative by the International Nursing Association for Simulated Clinical Learning has attempted to identify standards for simulation in health care. This article explores Standard II, Professional Integrity of Participants, offering a broader notion of the term professional integrity. This will form the basis for a discussion on the challenges of implementing this standard in simulation centres in the United Kingdom and potentially across Europe.