Recorded On: Monday, May 11th at 2:00 pm - 3:00 pm EST

Presented by: Matthew D. Charnetski MSMS, NRP, CHSOS, CHSE, FSSH

Description: Getting involved in simulation societies often starts small—attending a conference, joining a committee, saying yes to something you’re not quite sure you’re ready for. In this session, Matthew D. Charnetski shares a personal and evolving journey through engagement with INACSL, Society for Simulation in Healthcare, and SimGHOSTS—including work on the INACSL Standards Committee, service on the SimGHOSTS Board, and current time as President-Elect of SSH. Rather than focusing on roles, this session explores what those experiences reveal about how our field actually moves forward: through people who decide to contribute.

Using real examples—from advancing the Healthcare Simulation Standards of Best Practice to collaborating across organizations on efforts like the Global Consensus Statement on Healthcare Simulation and workforce advocacy through initiatives such as AWISH program—this session highlights how progress in simulation is less about any one organization and more about how we work together across them.

This isn’t a talk about leadership as a destination. It’s a conversation about participation as a responsibility—and an invitation to step in, contribute, and help shape what comes next.

Take-Home Message: The simulation community doesn’t need more spectators. It needs more people willing to step in, get a little uncomfortable, and do the work—locally, regionally, and across organizations.

CNE: No Contact Hours Awarded for this Webinar.

Recorded on: Thursday, April 30th at 12:00 pm - 1:00 pm EST

Presented by: Giuliana Harvey, PhD, RN, CHSE, Amy Daniels, PhD, RN, CHSE-A, CNE, and Catherine Carter-Snell, PhD, RN.

Description: Scholars who have written about the topic of a trauma-informed approach in nursing education simulation have primarily focused on the use of simulation to address learning objectives focused on trauma-informed methods. Related topics such as emotional responses from impactful simulation learning experiences have also been discussed by authors. While some elements of a trauma-informed approach in simulation have been highlighted by nurse scholars, the application of a trauma-informed education to support nursing students’ learning and well-being requires further understanding.

CNE: 1.0

Presented by: Laura Klenke-Borgmann, PhD, RN, CHSE.

Description: Competency-based education (CBE) is transforming nursing education—but many educators struggle with how to operationalize it in meaningful, scalable ways. This interactive webinar showcases a semester-long, simulation-based CBE curriculum for third-year nursing students, grounded in the SimZones (Zone 0–3) framework, and designed to intentionally scaffold learning from foundational preparation to high-stakes performance.

CNE: 1.0

Description: An effective debriefing is what allows the lessons of the simulation experience to be integrated and synthesized within the learner.  Novice simulations however are often challenged by conducting a robust and meaningful debriefing.  This module will discuss the basic principles and theoretical underpinnings of debriefing.  Learners will be engaged with focused didactics and interactive components.  Learners should be able to add new skills to their debriefing toolbox after completely this module.   

CNE: 1.0

Description: This module emphasizes the importance of prebriefing in simulation education and offers guidelines for creating effective prebriefing practices. Prebriefing, a vital component of simulation education, encompasses preparation and briefing before a simulation event. This module discusses critical prebrief elements, the significance of knowledge about the scenario, learners, cognitive load, and learning objectives in prebriefing and identifies areas of prebrief practice that meet INACSL best practice standards. In this module there are numerous real-life examples of various prebriefing scenarios, as well as interactive prebriefing activities, that allow the learner to assess their own knowledge about prebriefing best practices and evaluate their program for gaps in the endorsement criteria. Additionally, this module provides several resources and tools for prebriefing and assists the learners in assessing and improving their own prebriefing practices.

CNE: 1.0

Description: The Facilitation Module will provide an overview of the criterion and elements of the Healthcare Standard of Best Practice Facilitation. This includes an overview of learning theories applicable to simulation, facilitator evaluation strategies, and best practices for facilitation throughout the simulation-based learning. Participants will be provided with resources including facilitator training, and other applicable Healthcare Standards of Best Practice that apply to optimal facilitation.  This module includes interactive activities to apply knowledge including facilitation challenges case studies and matching appropriate facilitation method to modality. Participants will be provided with a checklist to evaluate their simulation program to the facilitation endorsement criteria and evidence.  

CNE: 1.0

Description: This module explores and illustrates how to live the Healthcare Simulation Standards of Best Practice: Professional Integrity. Through interactive learning activities, such as case studies and matching exercises, the learner will understand the value of professional integrity components including the Healthcare Simulationist Code of Ethics and IPEC Core Competencies. The relationship between professional integrity and psychological safety is explored through the lens of several additional Healthcare Standards of Best Practice. Topics of confidentiality and inclusivity within simulation are also presented, with consideration to individual simulationists as well as simulation programs. An opportunity for the learner to complete a gap analysis is also included within this module which allows learners to specifically focus on how to derive the most value from the core elements of professional integrity.

CNE: 1.0

The following modules are included: 

• Prebriefing
• Facilitation
• Debriefing
• Professional Integrity

Upon completion of the Cornerstones of Best Practice, the learner will be able to:

• The learner will examine the criteria and required elements of Healthcare Simulation Standards of Best Practice for Core Four Endorsement.
• The learner will reference the Healthcare Simulation Standards of Best Practice while analyzing their own simulation program to identify gaps within their program.
• The learner will identify strategies to both integrate and apply the Healthcare Simulation Standards of Best Practice within their own simulation program to prepare for Core Four Endorsement.

Join the INACSL Board of Directors for an overview of INACSL's 2025 achievements and a look ahead to 2026. 

This package includes all four (4) webinars in the series:

• Strategies for Managing Learners' Cognitive Load During a Multiple-Patient Simulation for Undergraduate Nursing Students
• Interruption Management Strategies for Nursing Students: Is Simulation Key?
• Building Ethical Competence and Advocacy through Simulation Nursing Education
• A Systematic Approach for Simulation Scenario Development