I simulated, therefore I can- I reflected, therefore I know - I acted as a patient, therefore I feel

I simulated, therefore I can - I reflected, therefore I know - I acted as a patient, therefore I feelHanne Selberg¹, Jette Steenberg Holtzmann^2, Jette Hovedskov²¹ Metropolitan University College, Copenhagen, Denmark, ²Glostrup University Hospital, Copenhagen, DenmarkBackground:The study integrates a dynamic simulation learning model as decribed by Dr Roger Kneebone into a Danish hospital setting enabling students and staff to provide better care.Summary of work:Real-life scenarious were embedded in the authentic clinical setting,interactive role-play and hand-on training in addition to sessions with combined theory and simulation. Interactive relationships between clinical experts and educators emerged. The study comprised of 39 doctors, 50 nurses and 34 students.Summery of results:Transfer of operational skills, experiencing self-efficacy, and enhanced understanding of the patient´s perspective were identified as learning outcomes.Conclusions:The real-life scenarious contributed to the learning environmentin a safe and appreciative manner, changing the culture around patient- safety and interprofessional collaborationTake-home messages:The interaction between simulation and the authentic clinical setting enhances the transfer. Collaboration between project leader, clinical experts and educators was crucial in order to create an appreciative and safe learning environment. The personal physical experience both in relation to hands-on and patient acting brought about a more lasting learning experience than traditional education. It is necessary to allocate funds to project lead, simulation equipment and educating facilitators