The use of simulation in teaching and learning in health care higher education is increasing in view of heightening shortages in practice opportunities for students in the clinical setting and increased concerns regarding patients’ safety in today's complex health care (Cook et al 2011; Kirkman et al 2014; MaGaghie et al 2011). Against this backdrop the need to train educators towards the effective and efficient use of simulation pedagogy is clearly indicated. A multinational EU Erasmus + project Innovative Simulation Pedagogy for Academic Development (ISPAD) comprised a intensive programme (5 ECTS at European Qualification Framework (EQF) level 6 which brought 20 academics from 7 European countries together to improve their skills in simulation in nursing education. The programme involved participants from Italy Malta England Wales Ireland Norway and Finland. The programme was developed and accredited by the Department of Nursing at the University of Malta and Lahti University of Applied Sciences in Finland. The programme ran over an intensive 5-day residential period with a series of self-directed and online study before and after the referred 5-day residential period of studies. The programme and its development was evaluated using both quantitative and qualitative approaches. This paper will present a critical discussion pertaining to the development of the programme with a focus on the perceived need for such a programme. The challenges and opportunities experienced by the authors in developing the programme are discussed in an effort to inform and contribute towards similar initiatives. The development of a programme which seeks to address a varied audience coming from different contexts and countries regarding a focus which globally carries a wide and varied meaning as is simulation education is discussed.
