About INACSL
With over 3,000 members worldwide, the International Nursing Association for Clinical Simulation and Learning (INACSL) is an association dedicated to advancing the science of healthcare simulation.
Mission, Vision and Core Values
Vision
Simulation and innovation transform lives.
Mission
To be the global leader in the art and science of healthcare simulation through excellence in nursing education, practice, and research.
Core Values
- DISCOVERY: Creating, uncovering, and developing to build capacity and influence.
- DIVERSITY: Strength grows from accepting the voices of all and extending equitable opportunities to others.
- COLLABORATION: Working inclusively propels success.
Our History
In 1976, a group of nursing educators from around the U.S. got together at the Health Education Media Association (HEMA) conference in New Orleans and began a dialogue. Among that first group of what would one day grow to become INACSL was Charlene Clark, Kathleen Mikan, Kay Hodson-Carlton, and Joanne Crow.
After the initial meeting, interested persons met at the Biennial North American Learning Resource Centers (LRC) Conference and the National Conference on Nursing Skills Lab on an annual basis. In 1999, a group informally began discussing the need to network throughout the year rather than limiting networking to conference gatherings. Interested leaders met again in 2001 and decided to create a formal organization. In April of 2002, the organization was named the International Nursing Association for Clinical Simulation and Learning (INACSL) and in January 2003, INACSL was incorporated in the state of Texas.
Bylaws and Policies
2022-2025 Strategic Plan
INACSL’s 2022-2025 strategic plan is organized into four goals. Click here to download our most recent Strategic Plan project map.
2024-2027 Research Priorities
INACSL values efforts towards the scholarship of discovery in the following areas. Specific target outcomes are provided to fill gaps in extant research.
| Topic Area |
Target Outcomes |
| Advanced Practice Nursing Simulation |
- Learning outcomes
- Facilitator Development
|
| Competency-Based Assessment |
- Sequencing in Curriculum
- Learner Outcomes
- Instruments
- Programmatic Evaluation
|
| Evaluation Tools for Learner Assessment |
- Validity and Reliability
- Competency-Based Assessment
- Learner Outcomes by Program Type (Traditional, Accelerated, Distanced Education)
|
| Diversity-Equality-Inclusion-Belonging Simulation |
- Learner Outcomes
- Health Disparities
|
| Global Initiatives |
- Learner Outcomes
- Mobile Health Technology
|
| Interprofessional Simulation |
- Curriculum Integration
- Patient Outcomes
- Further Validity and Reliability Testing of Existing IPE Instruments
- Instrument Development
|
| Patient Safety |
- Learning Outcomes
- Patient Outcomes
- Economic Impact of Use
|
| Prebriefing |
- Facilitator Training and Skill
- Learner Preparation
- Impact on Learning Objectives
|
| Psychomotor Skill Retention |
- Medication Administration Skills
- Deliberate Practice
- Skill Dosing
|
| Regulatory Initiatives |
- Simulationist Workload
- Facilitator Training
- Regulatory Education and Practice Standards
- Ration of clinical hours to simulation time
- Virtual Simulation Ratios (XR, AI, etc..)
|
| Simulation in Practice Settings |
- Cost Effectiveness
- Facilitator Training
- Learner Outcomes
- Patient Outcomes
|
|
Technology Enhanced Healthcare Simulations
Artificial Intelligence
Augmented Reality
Extended Reality
Mixed Reality
Mobile Health
Serious Games
Telepresence Robots
Virtual Reality |
- Integration into Curriculum
- Learner Outcomes
- Use in Practice Settings
- Patient Outcomes
- Valid and Reliable Instruments
|
| Transition to Practice |
- New graduate nurse simulation outcomes
- Impact on Retention (Intent to Stay)
|
|
