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About University of Galway
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Accessibility & LanguageHealthcare Simulation and Patient Safety (MSc/PDipSc)
Healthcare Simulation and Patient Safety (MSc/PDipSc)
College of Medicine, Nursing & Health Sciences, School of Medicine- Title of Award
- Master of Science/Postgraduate Diploma in Science
- Course Code
- MSC-HSP; PGD-HSP
- Average Intake
- 40
- Delivery
- Online
- NFQ
- Level 9
- Award Type
- Major
- Next Intake
- September 2026
- Duration
- MSc-24 months; PDipSc-12 months
- ECTS Weighting
- MSc-120 ECTS; PDipSc-60 ECTS
Why Choose This Course?
Course Information
Both the Diploma and Masters' courses in Healthcare Simulation and Patient Safety are on-line/distance learning courses designed to accommodate the busy healthcare provider or simulation centre team member. Healthcare simulation is the modern way to educate healthcare providers to achieve high performance and to improve patient safety. It encompasses manikin based training for teamworking, task trainers for procedural skills, simulated persons for communication skills and virtual /augmented reality.
By completing the Diploma, you will learn how to use simulation in your own practice to deliver better safer healthcare. You will also learn how to use healthcare simulation for quality improvement, systems and process testing and for facilities planning. By completing the Masters programme you will go on to understand how to use simulation for research and how it can support research.
Both the Diploma and the Masters are online/distance learning courses supported by two intensive immersive face-to-face two-day simulation based education workshops in The Irish Centre for Applied Patient Safety and Simulation in University Hospital Galway, Galway, Ireland
Who's Suited for This Course
If you are a doctor, nurse, allied health professional (e.g. speech and language, pharmacy, physiotherapy), paramedic or dentist and have an interest in simulation technology, you should consider applying for one of our simulation courses. If you work in a simulation centre as a technician, manager or director and are keen to develop your expertise and progress your career then you should consider applying for a course.
PDip Healthcare Simulation and Patient Safety
The course will be delivered in six sequential modules during the academic year.
- Module 1. An introduction to simulation and training in healthcare.
- Module 2. Simulation with manikin and task based trainers.
- Module 3. Standardised patients, virtual patients, and hybrid simulation.
- Module 4. Running an effective simulation-based education programme.
- Module 5. Human factors and patient safety in simulation.
- Module 6. Uses of medical and healthcare simulation beyond education
The course will be assessed through:
- Participation in online discussions with instructors and students; and
- Completion of practically-focused assignments (both written and online narrated presentations).
Module details for PDipSc Healthcare Simulation and Patient Safety
MSc Healthcare Simulation and Patient Safety
- Modules 1 to 6 will be delivered during the first academic year. Modules 7 and 8 will be delivered during the second academic year of study.
- Module 1. An introduction to simulation and training in healthcare.
- Module 2. Simulation with manikin and task based trainers.
- Module 3. Standardised patients, virtual patients, and hybrid simulation.
- Module 4. Running an effective simulation-based education programme.
- Module 5. Human factors and patient safety in simulation.
- Module 6. Uses of medical and healthcare simulation beyond education
- Module 7. Research Methods for Medical and Healthcare Simulation.
- Module 8. Research Thesis.
The course will be assessed through:
- Participation in online discussions with instructors and students;
- Completion of practically-focused assignments (both written and online narrated presentations); and
- Completion of a simulation focused research project to be submitted in the format of a journal article.
Module details for MSc Healthcare Simulation and Patient Safety
Curriculum Information
Curriculum information relates to the current academic year (in most cases).Course and module offerings and details may be subject to change.
Glossary of Terms
- Credits
- You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
- Module
- An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
- Optional
- A module you may choose to study.
- Required
- A module that you must study if you choose this course (or subject).
- Semester
- Most courses have 2 semesters (aka terms) per year.
Year 1 (60 Credits)
RequiredMD1501: Introduction to simulation based education
MD1501: Introduction to simulation based education
Semester 1 | Credits: 10
The module will cover both the psychological and technical areas that are relevant to simulation. The students will be introduced to key theoretical concepts (e.g. adult learning, deliberate practice), as well as the practical knowledge and skills required to design, deliver, and evaluate simulation based education . The main goal of the module is to provide the student with an understanding of the key concepts in simulation-based education.
(Language of instruction: English)
Learning Outcomes
- Describe the history and evolution of medical/healthcare simulation
- Describe how the concepts of deliberate learning apply to medical simulation.
- Demonstrate how to apply adult learning principles in simulation-based education
- Describe the level of realism that is required for simulation exercises to be effective.
- Understand the issues around developing a valid and reliable method of assessing the performance of students in a simulated environment.
- Identify the characteristics of an effective debriefing.
- Demonstrate how to provide different types of feedback after a simulation training exercise.
- Be able to address the physical and psychological safety of students in healthcare simulation exercises.
- Describe how students should be oriented to simulation prior to starting the training.
- Discuss methods for evaluating instructor performance.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "The history of medical education and possible future directions. Medical Education, 40, 254-262." by Bradley, P. (2006).
- "Technology-enhanced simulation for health professions education. JAMA, 306, 978-988." by Cook, D.A. et al. (2011).
- "Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 79, S70-S81." by Ericsson, K.A. (2004).
- "The role of debriefing in simulation-based learning. Journal of Simulation in Healthcare, 2(2), 115-125." by Fanning, R.M. & Gaba, D. (2007).
- "Simulations that are challenging to the psyche of participants: how much should we worry and about what?. Simulation in Healthcare, 8(1), 4-7." by Gaba, D. M. (2013).
- "). The comprehensive textbook of healthcare simulation. Springer Science & Business Media." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013
- "The minimal relationship between simulation fidelity and transfer of learning. Medical Education, 46, 636-647." by Norman, G., Dore, K., & Grieson, L. (2012).
- "Debriefing with good judgment: Combining rigorous feedback with genuine inquiry. Anesthesiology Clinics, 25, 361–376" by Rudolph, J.W., Simon, R., Rivard, P., Duferensne, R.L., Raember, D.B., (2007).
- "Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical teacher, 35(11), e1561-e1572." by Taylor, D. C., & Hamdy, H. (2013).
Note: Module offerings and details may be subject to change.
RequiredMD1502: Simulation with manikin and task based trainers
MD1502: Simulation with manikin and task based trainers
Semester 1 | Credits: 10
The module will cover the design, delivery, and evaluation of simulation-based education using manikin and task-based trainers. On completion of the module the student will be able to: write learning objectives, develop a training scenario, operate manikin and task based simulators, and evaluate and provide feedback to the participants using appropriate tools (e.g. behavioural marker systems, directly observed procedural skills).
(Language of instruction: English)
Learning Outcomes
- understand the history of manikin- and task-based simulation.
- describe specific examples of how procedural and manikin-based simulation may improve patient care.
- write a scenario suitable for manikin-based simulation.
- design scenarios, operate, and evaluate simulation-based education using a manikin simulator.
- design scenarios, operate, and evaluate simulation-based education using a task-based trainers.
- to teach and evaluate nontechnical and technical skills using a manikin simulator.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "A brief history of the development of mannequin simulators for clinical education and training. Quality and Safety in Health Care, 13(suppl 1), i11-i18." by Cooper, J. B., & Taqueti, V. R. (2004).
- "Review of mannequin‐based high‐fidelity simulation in emergency medicine. Emergency Medicine Australasia,20(1), 1-9." by Fritz, P. Z., Gray, T., & Flanagan, B. (2008).
- "Training and transfer of colonoscopy skills: a multinational, randomized, blinded, controlled trial of simulator versus bedside training. Gastrointestinal Endoscopy, 71:298-307." by Haycock, et al. (2010).
- "The comprehensive textbook of healthcare simulation. Springer Science & Business Media." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013).
- "Simulation in procedural training: at the tipping point. CHEST Journal, 137(5), 1009-1011." by Murin, S., & Stollenwerk, N. S. (2010).
- "The utility of simulation in medical education: what is the evidence?. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medic" by Okuda, Y., Bryson, E. O., DeMaria, S., Jacobson, L., Quinones, J., Shen, B., & Levine, A. I. (2009).
- "Fundamentals of Laparoscopic Surgery simulator training to proficiency improves laparoscopic performance in the operating room—a randomized controlled trial. The American Journal of Surgery,199, 115–120" by Sroka, G. et al. (2010).
Note: Module offerings and details may be subject to change.
RequiredMD1503: Standardised patients, virtual patients, and hybrid simulation
MD1503: Standardised patients, virtual patients, and hybrid simulation
Semester 1 | Credits: 10
The module will cover the design, delivery, and evaluation of simulation-based education using standardised patients, virtual patients, and hybrid simulation. On completion of the module the student will be able to: write learning objectives, develop a training scenario, and evaluate and provide feedback to participants in standardised patient and hybrid simulation. The students will also receive education in a range of virtual patient systems, and given the opportunity to use them as a student.
(Language of instruction: English)
Learning Outcomes
- describe how standardised patients can be used in medical simulation
- understand the definition of screen-based simulation and how it can be used in healthcare simulation;
- describe how serious gaming is currently used in healthcare simulation.
- describe specific examples of how standardised patient, virtual patient, and hybrid simulation may improve patient care.
- write a scenario suitable for standardised patient, virtual patient, and hybrid simulation.
- design scenarios, operate, and evaluate simulation-based education using a standardised patient.
- design scenarios, operate, and evaluate simulation-based education using a virtual patient teaching environment.
- design scenarios, operate, and evaluate simulation-based education using hybrid simulation.•
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "An overview of the uses of standardized patients for teaching and evaluating clinical skills. AAMC. Academic Medicine, 68(6), 443-51." by Barrows, H. S. (1993).
- "The use of simulated patients in medical education: AMEE Guide No 42 1. Medical teacher, 31(6), 477-486." by Cleland, J. A., Abe, K., & Rethans, J. J. (2009).
- "Virtual patients: a critical literature review and proposed next steps. Medical Education, 43, 303–311." by Cook, D.A. & Triola, M.M. (2009).
- "Practica continua: Connecting and combining simulation modalities for integrated teaching, learning and assessment. Medical teacher, 31(8), 725-731." by Ellaway, R. H., Kneebone, R., Lachapelle, K., & Topps, D. (2009).
- "Systematic review of serious games for medical education and surgical skills training. British Journal of Surgery, 99, 1322–1330" by Graaflan, M., Schraagen, M.J., Schijven, M.P. (2012).
- "Video games in health care: closing the gap. Review of General Psychology, 14(2), 113–121." by Kato, P.M. (2010).
- "Simulation in surgical training: educational issues and practical implications. Medical education, 37(3), 267-277." by Kneebone, R. (2003).
- "The comprehensive textbook of healthcare simulation. Springer Science & Business Media." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013).
- "A ten-year review of the literature on the use of standardized patients in teaching and learning: 1996-2005. Medical teacher, 31(6), 487-492." by May, W., Park, J. H., & Lee, J. P. (2009).
Note: Module offerings and details may be subject to change.
RequiredMD1504: Human factors and patient safety in simulation
MD1504: Human factors and patient safety in simulation
Semester 2 | Credits: 10
This module will focus on providing students with an understanding of the key concepts and theories in human factors and patient safety at the level of the individual, team, unit, organisation, and society. The use of simulation to address human factors issues and improve patient safety will be delineated.
(Language of instruction: English)
Learning Outcomes
- Be able to apply different models of safety and relate them to healthcare.
- Be able to define the difference between leading and lagging indicators of safety in healthcare.
- Identify the difficulties with measuring safety in healthcare, and how simulation can be used to .
- Explain the difference between safety I and safety II and why it is useful to study when things go right.
- Explain what the discipline of human factors is, and why it is relevant to simulation and healthcare.
- Be able to apply models of human factors to healthcare and simulation-based education
- Critique the applicability of an aviation approach to healthcare simulation.
- Discuss the application of procedures and standardisation can improve patient safety.
- Be able to use simulation to help address human factors issues in healthcare.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Barriers to achieving ultrasafe healthcare. Annals of Internal Medicine, 142(9), 756-764." by Amalberti, R. Auroy, Y., Berwick, D., & ; Barach, P. (2005).
- "Spreading human factors expertise in healthcare: untangling the knots in people and systems. BMJ quality & safety, 22(10), 793-797." by Catchpole, K. (2013).
- "Have we gone too far in translating ideas from aviation to patient safety? No. British Medical Journal, 342, c7310" by Gaba, D. (2011).
- "The comprehensive textbook of healthcare simulation. Springer Science & Business Media." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013).
- "Human error: models and management. British Medical Journal, 320(7237)768-770." by Reason, J. (2000).
- "The science of human factors: separating fact from fiction.BMJ quality & safety, bmjqs-20" by Russ, A. L., Fairbanks, R. J., Karsh, B. T., Militello, L. G., Saleem, J. J., & Wears, R. L. (2013).
- "Is healthcare getting safer? British Medical Journal, 337, a2426." by Vincent, C. Aylin, P, Franklin, D. , Holmes, A. Iskander manager, S., Jacklin, A. Moorth, K. (2008).
Note: Module offerings and details may be subject to change.
RequiredMD1505: Uses of medical and healthcare simulation beyond education
MD1505: Uses of medical and healthcare simulation beyond education
Semester 2 | Credits: 10
This module will focus on how healthcare simulators can be used to conduct research and evaluate medical devices and systems. It will address the use of simulation to: understand why a particular event happened, and so simulate the event with the same and/or other clinicians; evaluate organisational processes as well as individuals and team performance; evaluate new procedures, equipment or medical devices, and conduct research on the effectiveness of simulation. This module will also address issues around research ethics, and the use of simulation participants for carrying out research.
(Language of instruction: English)
Learning Outcomes
- explain why simulation based education is potentially more ethical than traditional healthcare education techniques.
- distinguish between educational research and programme improvement.
- explain how to carry out ethical research using students as participants.
- identify the issues associated with the regulatory environment and simulation training.
- understand how simulation can be used to test medical devices, procedures. or other work practices.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Using simulation to address hierarchy issues during medical crises. Journal of Simulation in Healthcare, 8, 9-13." by Calhoun, A.W., Boone, M.C., Miller, K.H., & Pian-Smith, M.C.M. (2013).
- "Ethics of research with students. Nurse Researcher, 12(3), 42-51.Riley, R.H. (2008; Ed.). Manual of Simulation in Healthcare. New York: Oxford University Press." by Clark, E. & McCann, T.V. (2005).
- "Simulations that are challenging to the psyche of participants: how much should we worry and about what? Journal of Simulation in Healthcare, 8, 4-7." by Gaba, D. (2013).
- "medical device design: a human factors engineering approach. Journal of biomedical informatics, 34(4), 274-284." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013). The comprehensive textbook of healthcare simulation. Springer Science & Business Media.Lin, L., Vicente, K. J., & Doyle, D. J. (2001). Patient safety, potential adverse drug events, and
- "Unannounced standardized patients: a promising method of assessing patient-centered care in your health care system. BMC health services research, 14(1), 157." by Zabar, S., Hanley, K., Stevens, D., Murphy, J., Burgess, A., Kalet, A., & Gillespie, C. (2014).
Note: Module offerings and details may be subject to change.
RequiredMD1506: Running an effective simulation based education programme
MD1506: Running an effective simulation based education programme
Semester 2 | Credits: 10
This module will focus open the logistics of running a simulation-based education programme and effectively integrating simulation-based education into a ‘traditional’ undergraduate or postgraduate medical or healthcare education curriculum. Have an understanding of learning theory as it relates to trasfer of learning and cucciculum design and alignment. The module will address issues of building, staffing, and resourcing a simulation-based education programme. It will cover how simulation-based education can be aligned with curriculum competencies and outcomes in an existing course of instruction. Input will be provided from simulation centre directors in Ireland, UK, and the US.
(Language of instruction: English)
Learning Outcomes
- Demonstrate an understanding of the staffing and resource requirements of a simulation centre
- Demonstrate an understanding of how to design a simulation centre
- Demonstrate an understanding of learning theories as they relate to curicullum design and trasfer of learning to the workplace.
- Be able to integrate simulation-based education into a ‘traditional’ medical or healthcare education curriculum
- Be able to integrate simulation-based education with curricullum competencies.
- Be able to advocate for simulation-based education
- Demonstrate and understanding of how clinical tutors can be facilitated to help support a simulation-based educational programme.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123-137." by Harden, R. M. (2001).
- "Clinical simulation: operations, engineering, and management. Academic Press." by Kyle, R., & Murray, W. B. (2010).
- "Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E., & Issenberg, S. B. (2013). Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Medical teacher, 35(10), e1511-e1530., ." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013). The comprehensive textbook of healthcare simulation. Springer Science & Business Media.Lin, L.
Note: Module offerings and details may be subject to change.
Year 2 (60 Credits)
RequiredMD2507: Research methods - medical and healthcare simulation
MD2507: Research methods - medical and healthcare simulation
Semester 1 | Credits: 15
The purpose of this module is to prepare the student to carry out a research project within the domain of medical and healthcare simulation. On completion of the module the students will: have an understanding of common research methods (quantitative and qualitative) and procedures used to assess performance in simulated environments; and gain an understanding of the design, statistical, and ethical issues in conducting research in simulated environments.
(Language of instruction: English)
Learning Outcomes
- describe research paradigms, strategies and methods
- prepare a robust research proposal using quantitative, qualitative or mixed methods
- analyse quantitative and/or qualitative data using appropriate techniques
- report and present research findings in the form of a research paper.
- enter, manage and analyse.
- show due regard to research ethics in all stages of the process.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "How to Design and Evaluate Research in Education.(8th ed.) McGraw Hill: New York, NY." by Fraenkel, Wallen, & Hyun (2012).
- "Introduction to Statistics (3rd ed.) Pearson Addison Wesley: Boston, MA." by De Veaux, Velleman, & Bock (2009)
Note: Module offerings and details may be subject to change.
RequiredMD2508: Research thesis - medical and healthcare simulation
MD2508: Research thesis - medical and healthcare simulation
15 months long | Credits: 45
This module represents the capstone for the Masters in Science MSc. Healthcare Simulation and Patient Safety. The student will apply knowledge and skills gained on this programme– and on the Postgraduate Diploma in Healthcare simulation and patient safety– to the design and execution of a piece of simulation-based research. The module aims to develop the students' capacity for undertaking independent research in medical and healthcare simulation. On completion of this module the student will produce a 3,000 to 5,000 word thesis that is suitable for submission to a relevant academic journal. Each student will be assigned an academic supervisor to guide the conduct and writing up of the research.
(Language of instruction: English)
Learning Outcomes
- Carry out investigative research and arrive at valid results/findings
- Undertake independent work by managing a piece of research or related work with only minimal guidance
- Integrate and apply what has been learned on the other simulation in medicine and helathcare modules and on your qualifying postgraduate programme
- Demonstrate academic writing skills.
Assessments
- Research (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "How to Design and Evaluate Research in Education.(8th ed.) McGraw Hill: New York, NY." by Fraenkel, Wallen, & Hyun (2012).
- "Introduction to Statistics (3rd ed.) Pearson Addison Wesley: Boston, MA." by De Veaux, Velleman, & Bock (2009)
Note: Module offerings and details may be subject to change.
- Fully distance learning designed to allow for flexible learning.
- Broad course content suitable for all healthcare professions, simulation staff and anyone interested in patient safety.
- The final thesis is prepared as a paper for publication and is supported by an experienced group of mentors with a track record in research in the simulation and patient safety space.
The main goal of the course is to develop expertise in design and implementation of healthcare simulation. This will allow you to become a leader in education and open up opportunities in senior academic posts within healthcare. For those with an interest in patient safety, you will gain expertise in human factors and how healthcare processes can be improved. If running a simulation centre, you will develop skills in stakeholder engagement and demonstrating a return on investment allowing you to progress to senior management positions within organisations.
Higher Education Awards 2019: Healthcare Simulation and Patient Safety programme was shortlisted for Best New Postgraduate Course in 2019.
Core Faculty
Professor Paul O’Connor - Director Irish Centre for Applied Patient Safety and Simulation Director Masters/Diploma in Simulation and Patient Safety at the University of Galway
Professor Dara Byrne - Professor of Simulation at the University of Galway, National Clinical Lead for Simulation
Dr. Angela O'Dea - Senior Lecturer in Patient Safety, Human Factors and Simulation, School of Medicine, University of Galway
Dr. Caoimhe Madden - Lecturer Above the Bar in Quality, Patient Safety and Simulation, School of Medicine, University of Galway
Adjunct Faculty
Ms. Sharon Cassidy Sharon Cassidy RN - Simulation Clinical Nurse Educator. Adjunct Lecturer, School of Medicine, University of Galway.
Mr. Philip Parackal RN - Simulation Clinical Nurse Educator. Adjunct Lecturer, School of Medicine, University of Galway.
Dr. Caroline Richardson - Associate Dean of Postgraduate Medical Education and Training at Letterkenny University Hospital, Adjunct Lecturer, School of Medicine, University of Galway.
What will I learn?
You will learn how to apply simulation-based methods to improve healthcare quality and patient safety. This includes using manikin-based, procedural, and communication simulations, as well as virtual and augmented reality tools to enhance clinical training. You will also gain the skills to use simulation for quality improvement, systems and process testing, and facilities planning.
At the Master’s level, you will develop an understanding of how to conduct and apply simulation-based research to advance healthcare education and practice.
How will you be assessed?
Participation in online discussions with instructors and students
You’ll be expected to actively contribute to discussions with instructors and classmates on the course’s online platform. Your level of engagement and quality of contributions will form part of your overall grade.
Practically-focused assignments:
You’ll complete assignments designed to apply what you’ve learned in real or simulated situations. These could include written tasks (such as reports or analyses) and online narrated presentations (PowerPoint or video presentations where you explain your work).
Completion of a simulation focused research project
For the Masters assessment you will need to complete a simulation-focused research project, submitted in the format of a journal article.
Dr Paul O’Connor
T: +353 91 492 897
E: paul.oconnor@universityofgalway.ie
Professor Dara Byrne
T: +353 91 493 659
E: dara.byrne@universityofgalway.ie
Sylvia McDonagh, Administrator
E: sylvia.mcdonagh@universityofgalway.ie
Accreditations & Awards
An excellent inter-disciplinary course that I would recommend to any healthcare professional. It challenges your critical, analytical and creative side from examining current practice, developing scenarios to testing and modifying simulators. The course can provide you with the necessary skills and credibility to develop nursing and midwifery simulation further at clinical, undergraduate and postgraduate level thus enhancing patient safety.
Ms. Linda Ní Chianáin
University Lecturer, School of Nursing and Midwifery, University of Galway
The program offers relevant skills from knowledgeable and experienced simulation champions! Simulation has been a vital educational tool in my career and the NUI Galway Master's of Science Healthcare Simulation and Patient safety programme has enhanced my ability to teach students more effectively! The ability to learn with students from various medical professions was extremely useful, an invaluable experience!
Scott Mullin
Paramedic Program Coordinator, Medicine Hat, Alberta, Canada
This course has encouraged me to re-evaluate how we deliver medical education and how we provide care to our patients. It has given me the tools to effect positive change in my workplace.
Kiren Reddy
Specialist registrar in anaesthesia, Ireland
Meet our Employers
Entry Requirements and Fees
- An honours bachelor's degree at NFQ Level 8 in a relevant healthcare discipline (e.g., medicine, nursing, speech and language therapy, pharmacy), although applicants with evidence of at least three years’ equivalent professional/academic experience will be considered (e.g., emergency medicine technicians, simulation technicians).
- A demonstrated proficiency in English- English competency IELTS score of 6.5 or similar
- Previous experience, or an academic qualification, in the education and teaching of healthcare professionals.
- A demonstrated interest in simulation.
You can apply online to the University of Galway application portal here.
Please review the entry requirements set out in the section above.
You will be required to upload supporting documentation to your application electronically. See the section above on entry requirements for further information on the supporting documentation required for this course.
Closing Dates
For this programme, there is no specific closing date for receipt of applications. Applications will be accepted on a rolling basis and course quotes will be reviewed continuously throughout the application cycle.
Please note places are limited and will be assessed and awarded on merit.
Notes
- You will need an active email account to use the website and you'll be guided through the system, step by step, until you complete the online form.
- Browse the FAQ's section for further guidance.
Fees for Academic Year 2026/27
| Course Type | Year | EU Tuition | Student Contribution | Non-EU Tuition | Levy | Total Fee | Total EU Fee | Total Non-EU Fee |
|---|---|---|---|---|---|---|---|---|
| Masters Full Time | 1 | €5,850 | €- | €9,750 | €140 | €140 | €5,990 | €9,890 |
| PG Diploma Full Time | 1 | €5,850 | €- | €9,750 | €140 | €140 | €5,990 | €9,890 |
For 26/27 entrants, where the course duration is greater than 1 year, there is an inflationary increase approved of 1.8% per annum for continuing years fees.
Postgraduate students in receipt of a SUSI grant – please note an F4 grant is where SUSI will pay €4,500 towards your tuition (2026/27). You will be liable for the remainder of the total fee. A P1 grant is where SUSI will pay tuition up to a maximum of €6,270. SUSI will not cover the student levy of €140.
Note to non-EU students: learn about the 24-month Stayback Visa here.
This Online-Course is ineligible for student study visa or ILEP, but international students may undertake this programme remotely.
Application Process
Students applying for full time postgraduate programmes from outside of the European Union (EU), You can apply online to the University of Galway application portal here.
Our application portal opens on the 1st October each year for entry the following September.
Further Information
Please visit the postgraduate admissions webpage for further information on closing dates, documentation requirements, application fees and the application process.
Why University of Galway?
World renowned research led university nestled in the vibrant heart of Galway city on Ireland's scenic West Coast.
Contact the School of Medicine
Clinical Science Institute, Costello Road, Shantalla, Galway, H91 V4AY
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Course Introduction
This Online-Course is ineligible for student study visa or ILEP, but international students may undertake this programme remotely.
The Diploma and Master’s programmes in Healthcare Simulation and Patient Safety are flexible online courses designed to support busy healthcare professionals and simulation centre staff. These programmes focus on modern, simulation-based approaches to healthcare education that enhance clinical performance and promote patient safety. Using manikin-based training, task trainers, simulated patients, and virtual or augmented reality, learners develop practical skills to deliver safer care, improve teamwork, and apply simulation techniques for quality improvement and research.
