2025 年 12 巻 1 号 p. 21-28
In 2024, the University of Derby in the United Kingdom hosted an international simulation challenge aimed at preparing students for the complexities of global public health emergencies. This interprofessional event involved students from nursing, allied health, social care, and public health disciplines across undergraduate and postgraduate levels. Featuring six simulated carousel scenarios, the design and delivery of the event highlighted the need for standardised frameworks to optimise simulation-based education (SBE) in nursing emergency disaster preparedness and humanitarian practice pedagogy.
A conceptual framework was developed to guide future simulations, ensuring consistency, safety, and measurable outcomes. While SBE is invaluable for skill development in this field, it also presents challenges, such as psychological stress, potentially inadequate real-world preparation, and the risk of fostering negative attitudes toward patients. To mitigate these, SBE must integrate technical skills with realism, empathy, communication, and relational care.
The proposed conceptual framework, based on UK practice, is potentially adaptable globally, promoting experiential learning, interdisciplinary collaboration, and the appropriate use of technology. Its implementation can enhance preparedness and global healthcare response capabilities, providing a practical user-friendly guide for SBE facilitators, adaptable to various contexts and to be aligned with international competence standards.
