HCT Academy
19-05-2025
HCT Proudly Present: Pedro's Event
From May 19–23, 2025, the Healthcare and Technology Academy (HCT) conducted a transformative five-day educational program at the HCT Academy in the Westar Building. Designed to strengthen the instructional capabilities of clinical educators, this initiative combined a rigorous “Train the Trainers” course with a global seminar titled “Beyond the Checklist.” The dual program not only enhanced teaching methods and assessment tools for over 40 Skills Preceptors (SPs) but also showcased global innovations in simulation-based learning.
The first four days of the program focused on training SPs—clinical instructors responsible for educating nurses and nursing students across diverse healthcare settings. The curriculum, rooted in international best practice standards such as the INACSL and ASPIH frameworks, aimed to ensure that participants left with a solid foundation in both theory and practice. Prior to the onsite sessions, participants engaged in a pre-course online component featuring curated videos, podcasts, and articles on key topics: scenario design, prebriefing, simulation implementation, debriefing techniques, and professional development.
A unique activity, the Simulation Learning Map, encouraged reflective learning by having participants record their questions and insights throughout the preparatory phase. These reflections were later revisited during group discussions, fostering peer-to-peer engagement and deeper learning.
The onsite portion of the course provided intensive, hands-on experiences. Day 1 introduced participants to the SimZones framework and foundational principles of simulation-based education. Group activities in scenario design allowed SPs to apply their knowledge in simulated environments, with immediate feedback provided by facilitators.
During the group sessions, keynote speaker Mr. Pedro Cartaxo Cintra offered several thought-provoking insights that captured the essence of simulation-based learning. He noted:
“I gave you rules, but you can organize this information and work as a team. And this is exactly what we do in clinical simulation. We are giving a second opportunity to our students, to our professionals, to do something—to practice—before going straight to the clinical setting.”
This collaborative approach emphasizes that simulation is not about passively receiving knowledge but about engaging actively with real-world challenges in a safe and structured space. Mr. Cintra highlighted the limitations of traditional healthcare education, observing:
“What we’ve just done is what we normally do in university: you go to the lecture, you go to the classroom, learn the procedure, then go to the hospital—and they assume that you are capable of doing it. No one briefed you about how to do it, you didn’t have the possibility to test it, to share your concerns... You just pray, go, and hope you're not causing any harm to the patient or to yourself.”
In clinical simulation, participants can pause, reflect, and recalibrate without endangering real patients. This principle was brought to life when Mr. Cintra encouraged attendees to engage in team-based reflection:
“If I give you now five minutes among all of you, you can have an opportunity to share all the strategies that are going into your mind. I’m sure each one will have a contribution to make the teamwork better. Because one by itself is probably not enough—I need support, I need action, and to plan it. And that’s what we try to pass in clinical simulation.”
He also addressed the learning journey, from theoretical understanding to practical competence:
“We don’t need to jump from theory to the practice. Probably I need to go to—what? —to the lab. I need to experiment to make sure that I receive some abilities, to then get competent, and finally be an expert on what I’m doing. And I can transmit to others my knowledge.”
Day 2 explored advanced simulation challenges in SimZones 2 and 3, while also addressing effective teaching strategies through peer-led workshops. Day 3 focused on Crisis Resource Management (CRM), emphasizing the critical role of non-technical skills such as communication, leadership, and teamwork. Participants practiced CRM strategies through interactive activities and refined their ability to distinguish between feedback and debriefing.
On Day 4, the program shifted toward developing reflective practice. Participants engaged in debriefing rounds and created personal professional development plans. The day concluded with teaching demonstrations and collaborative synthesis of learning using the final phase of the Simulation Learning Map. By the end of the four-day course, more than 40 SPs had been trained and certified to deliver clinical instruction. These individuals are now well-equipped to elevate the standard of nurse education in their respective institutions.
The success of this segment underscored HCT’s ability to deliver faculty development programs grounded in real-world relevance and global best practices.
The fifth and final day of the event featured the “Beyond the Checklist” seminar—a global forum that brought together academic leaders, simulation experts, and healthcare educators. Mr. Cintra delivered a powerful keynote on the transformative potential of simulation in clinical education:
“Simulation is not just about replicating clinical tasks—it’s about creating reflective practitioners who can adapt, respond, and lead in complex healthcare environments.”
He challenged participants to reflect on their diagnostic processes, reminding them:
“Sometimes we’re so obsessed that the patient has a disease we think he has—and pretty sure that this is the diagnosis—that we miss all the signals around telling us that it’s probably something else.”
Mr. Cintra concluded his address by encouraging educators to embrace the complexity of change:
“Think about the possibilities: how can I change, how can I transform, and how can I impact my environment? It’s a lot more difficult, consumes more time—but it brings challenges and security to ourselves, our institutions, our professionals, and especially to what’s in the middle of this room: the patients.”
He reminded the audience that, despite their differences, all healthcare professionals share a common goal:
“We are different between all of us... but one thing that I’m always 100% sure of is we have something in common, which is the benefit for the patients.”
The program achieved multiple strategic outcomes. It successfully trained over 40 SPs, enhanced institutional collaboration between HCT and regional universities, and introduced academic leaders to international benchmarks in simulation-based teaching. Participants provided enthusiastic feedback, citing the course’s interactivity, practical value, and rigorous content as key strengths. The event not only expanded HCT’s influence but also set a new standard for clinical training in the region.
Looking forward, HCT remains committed to its mission of transforming healthcare education through innovation and excellence. A follow-up session is being considered for October 2025 to continue the momentum. As Mr. Cintra aptly concluded:
“Education must move beyond checklists—it must prepare professionals to think critically, communicate effectively, and care compassionately.”
These words reflect the philosophy at the heart of HCT’s approach to simulation-based learning.
In conclusion, the Train the Trainers course and Beyond the Checklist seminar have laid a solid foundation for the advancement of clinical education. By empowering SPs with the skills, confidence, and global perspective needed for effective instruction, HCT has reaffirmed its role as a leader in healthcare training innovation—one that is poised to shape the future of nurse education across the region and beyond.