More than 40 institutions joined HSSP and HCT Academy in a national discussion on clinical readiness, patient safety, faculty development, and simulation-based learning
Advancing Philippine nursing education through simulation. Leaders of the Healthcare Simulation Society of the Philippines (HSSP) and HCT Academy join international healthcare simulation experts during “Shaping the Future of Philippine Nursing Education through Simulation” at Patio Victoria in Intramuros, Manila. The event brought together 150 participants representing more than 40 nursing schools, healthcare institutions, and organizations to discuss how simulation-based learning can help strengthen clinical competency, faculty development, patient safety, and the preparation of Filipino nurses for real-world healthcare practice.
MANILA, Philippines — Around 150 nursing educators, hospital leaders, healthcare professionals, and industry stakeholders representing more than 40 institutions gathered recently at Patio Victoria in Intramuros, Manila to examine how simulation-based learning can help better prepare Filipino nurses for the realities of clinical practice.
Organized by the Healthcare Simulation Society of the Philippines (HSSP) in partnership with HCT Academy, the symposium, “Shaping the Future of Philippine Nursing Education through Simulation,” brought together local healthcare and academic leaders with international experts in nursing education, clinical simulation, critical care, and faculty development.
The discussion centered on a fundamental challenge in nursing education: how to help students move from knowing clinical concepts in the classroom to applying them confidently and safely when real patients depend on their decisions.
Simulation-based education gives students opportunities to practice clinical scenarios, exercise judgment, respond to deteriorating patients and other high-pressure situations, and receive structured feedback in a controlled environment before encountering similar situations in actual patient care.
“Preparing future nurses goes beyond what they learn in the classroom. We must ensure that they have the opportunity to apply their knowledge, develop sound clinical judgment, and demonstrate their competencies before they are entrusted with actual patient care,” said Armand del Rosario, President of HSSP and HCT. “Simulation-based education helps bridge the gap between academic learning and clinical practice by allowing students to train in realistic healthcare scenarios, learn from their mistakes, and build confidence in a safe, controlled environment. Ultimately, our goal is to help develop Filipino nurses who are not only academically qualified but also clinically prepared to deliver safe, competent, and compassionate care, whether in the Philippines or abroad.”
Global expertise, Philippine application
The symposium featured three international experts who shared perspectives on how simulation can be applied across nursing education, faculty development, critical care, and institutional training programs.
Ashley Franklin, Assistant Dean for Simulation and Emerging Technologies and Professor at Vanderbilt University School of Nursing, discussed the role of faculty development and effective debriefing in helping students learn from simulated clinical experiences. Franklin is a member of the Board of Directors of the International Nursing Association for Clinical Simulation and Learning (INACSL) and served as its president in 2024–2025.
“Faculty need initial training to onboard to simulation, but they also need ongoing development. We need reflection in our practice to grow from year to year and adapt to our students as they change. Simulation and nursing both involve social and cognitive skills that make faculty development a lifelong learning journey,” Franklin said.
Pedro Cartaxo Cintra, a critical care registered nurse at Hospital Clínic de Barcelona and Executive Board Member of the Society for Simulation in Europe (SESAM), shared insights on the use of simulation in critical care and emergency settings, where nurses may need to recognize changes in a patient’s condition and make time-sensitive decisions.
“Simulation gives healthcare professionals the opportunity to practice time-sensitive and high-stress situations in a safe environment. In simulation, mistakes do not harm patients or professionals — they become opportunities to learn, improve, and better understand the right process of care,” Cintra said.
Rodrigo Galindo Jr., an HSSP Board Member affiliated with Stanford University’s Center for Advanced Pediatric and Perinatal Education (CAPE) and SimGHOSTS, spoke about developing sustainable simulation programs and the importance of combining technology with clear learning objectives, faculty capability, appropriate modalities, and program evaluation.
“Effective simulation starts with a clear understanding of what you are trying to achieve. Sound learning objectives, the right audience, and the appropriate modality are essential. You also need evaluation and benchmarks, because you cannot improve a simulation program unless you know how well it is working,” Galindo said.
Their participation gave Philippine nursing educators and healthcare institutions an opportunity to examine international practices while discussing how these approaches can be adapted to local curriculum requirements, institutional resources, faculty capacity, and healthcare realities.
Bridging classroom learning and clinical practice
HSSP seeks to contribute to the broader industry conversation on strengthening simulation-based healthcare education in the Philippines and encouraging greater collaboration among nursing schools, hospitals, professional organizations, healthcare institutions, and other stakeholders.
HCT Academy, meanwhile, provided a practical perspective on how simulation, technology-enabled learning, faculty development, and structured training can be integrated into existing nursing programs.
The gathering of 150 participants from more than 40 institutions also highlighted growing interest among nursing schools and healthcare organizations in exploring simulation as an additional tool for strengthening clinical preparation and faculty capability.
The central message of the symposium was that simulation is not intended to replace classroom instruction or clinical exposure. Rather, it can provide students with additional opportunities to practice, make decisions, receive feedback, and develop confidence before facing similar situations in real patient-care settings.
