A survey of healthcare simulation activities in the Republic of Ireland.

BACKGROUND: Healthcare simulation is commonly delivered through two distinct settings: dedicated education and training organisations and typically resource-constrained clinical environments. AIMS: Given the need for strategic national guidance and equitable resource allocation, this study aimed to describe and compare simulation activities across these two simulation environments in Ireland. METHODS: A cross-sectional descriptive survey design was adopted, with a 19-item survey administered to individuals who deliver/design healthcare simulation between April-July 2024. Data were analysed descriptively and compared between Clinical Sites and Education and Training Organisations in terms of; location of activities, learner specialty/mix, resources, and simulationist training, role and protected time. RESULTS: Across 127 responses, learners from Nursing and/or Midwifery professions or the Emergency Medicine specialty were most frequently engaged. Clinical Site-based simulationists (N = 83) frequently delivered interprofessional activities (63.9%), in the clinical environment (78.3%), without any funding (45.8%). Conversely, Education and Training Organisations (N = 44) were typically single-profession focused (72.7%), with significantly better access to dedicated simulation spaces (79.5%), core funding (86.4%) and equipment (e.g., task trainers, virtual, animal simulators). Overall, 61.4% of all simulationists lacked formal training (i.e., formal qualification/fellowship). While most Clinical-based simulationists reported having no protected time (62.7%), Education and Training Organisation-based simulationists typically had simulation/education enshrined in job specifications (65.9% versus 48.2%) and better protected time (average of 32.5 protected hours versus 5 in Clinical Sites). CONCLUSIONS: Resolving this disparity requires a national, structured strategy, supported organisationally, that professionalises clinical simulation roles with protected time, allocates resources based on need, and mandates system-wide faculty development and collaboration.