The future in practice

The patient’s breathing is laboured, blood pressure dropping, eyes wide with panic. He’s going into anaphylactic shock. A group of MRU nursing students jump into action — one draws up epinephrine, another checks for allergies while a third calls for help.
It’s intense, urgent and simulated.
From the control room, a simulation technician gives doctor’s orders, calls a Code 66 and guides the students through the unfolding scenario. A second tech adjusts vital signs and voices the patient — a high-fidelity mannequin — in real time. Meanwhile, an instructor monitors multiple video feeds, tracking everything from hand-washing to medication prep.
This is a typical day inside Mount Royal University’s Health Simulation Learning Centre (HSLC), where high-stakes moments play out in a low-risk space. Here, students are challenged to think on their feet, build clinical skills and learn from their mistakes, all before they ever step foot in the field.
Simulated, but never simplified
Spanning more than 1,000 square metres, the HSLC is a high-impact learning environment that serves students across the Faculty of Health, Community and Education. It features four fully equipped simulation suites — including acute care, birthing and home environments — each with its own control and debriefing rooms, plus six teaching labs outfitted with hospital beds and medical equipment.
But the real engine behind the scenes is the people: instructors, simulation technicians, student facilitators and professional actors all working in sync to deliver immersive, interdisciplinary learning.
“To make simulations run, it’s a deeply collaborative effort,” explains Dr. Cathy Carter-Snell, PhD, interim HSLC coordinator and professor in the School of Nursing and Midwifery.
Whether it’s a midwifery student managing a complex labour or a social work student navigating a domestic violence case, scenarios are replicated with striking realism. The goal: prepare students to stay calm, capable and compassionate, even under pressure.
“It’s about creating a safe environment where it’s okay to make mistakes, because that’s the whole point,” says Jennifer Latter, a simulation technician with the HSCL. “You can spot learning gaps in the moment, then use the debrief to unpack what happened. That’s where students reflect on their decisions, talk about what they’d do differently next time and start connecting all the pieces.”
And it’s paying off. “Our students are known in the field for being ready,” Carter-Snell adds. “One thing we hear consistently, from advisory boards and out in the community, is how well prepared our students are.”
New tools, new possibilities
The HSLC is always evolving. Its two newest additions — a state-of-the-art neonatal simulator and a fleet of virtual reality (VR) headsets — are expanding what’s possible in experiential learning.
Super TORY® is a lifelike, AI-enabled newborn that can cry, blink, breathe, seize and respond to medical interventions like ventilator support. With this mannequin, students can learn to recognize subtle signs of distress and react just as they would with a real infant. Scenarios include respiratory distress, sepsis and COVID-19 complications.
“AI assistance is going to be a game changer for us,” Carter-Snell says. “It’s interactive with students in a way that enhances learning and makes it easier for faculty to use. Sometimes students come up with things you wouldn’t even think to script, because they’re seeing it with fresh eyes. AI can adapt and respond in real time, which opens up so many new possibilities for teaching.”
Meanwhile, new VR headsets are helping students visualize anatomy, walk through emergency protocols and practise soft skills in immersive environments. Whether it’s athletic therapy students managing an avalanche rescue or education students preparing for parent-teacher interviews, simulation is bridging the gap between theory and real-world practice.
If it happens in real life, chances are it can happen here first.

Smarter training and stronger outcomes
With demand for clinical placements on the rise, simulation fills a critical gap. In nursing, it’s been shown that simulation can replace up to 50 per cent of clinical hours, with students performing as well — or better — on licensing exams such as the National Council Licensure Examination (NCLEX).
What simulation offers that even the best placements can’t, though, is consistency. Not every student will encounter a medical emergency or complex counselling scenario during placement. But at the HSLC, they all can — and they can repeat it until they are confident in their ability and skill.
As a registered nurse and MRU simulation technician, Nicole Quigley-Guy has been on both sides of the simulation experience.
“In nursing and midwifery, there’s a lot of pressure when you’re working with patients — especially in high-stakes situations,” she says. “Simulations let you practise those scenarios in a much less stressful environment. You can make mistakes, get feedback and learn in a safe space.”
She adds that the debrief after each simulation is a key part of the learning process. “Being able to go back, talk about how you felt during a scenario and look at what went well — and what didn’t — really helps cement the experience. And when you do make a mistake, once it’s discussed and understood, you’re a lot less likely to make the same one again.”
Yasmin Ahmed, an MRU social work student set to graduate this year, says her simulation experience helped her land valuable work experience.
“My background was mostly in policy development and research, so I didn’t have much frontline experience. But because of simulation, I secured a competitive placement in fourth year. I was able to say, ‘I haven’t done this in real life yet, but I know I can handle it.’ And now in that role, I feel confident doing the work.”
A space worth investing in
The future of health care depends on how well we prepare today’s learners, and that means continuing to evolve how, and what, we simulate. High-fidelity mannequins with responsive features, AI-enabled tools and more diverse simulation models help ensure students are ready for the full spectrum of situations they’ll encounter in the field.
“Our students need to experience the realities of modern health care,” says Carter-Snell. “That includes caring for patients of different ages, races, body types and gender expressions. It also means handling rare or unpredictable events like a birth complication, a heart attack or a language barrier, with tools that react like a real person would.”
High-fidelity simulation also helps bridge equity gaps. By offering consistent, adaptable experiences, students can build competence and confidence at their own pace, no matter their placement or background.
“It’s not just about keeping up with technology,” Carter-Snell adds. “It’s about preparing students to walk into any setting — a hospital room, a home care visit, a school — and feel equipped to provide excellent care. The more real we can make it here, the more prepared they’ll be out there.”
Spotlight on simulation and AI in education
On May 22, Mount Royal will host Innovations and AI Solutions: Navigating the Future of Practice-based Teaching and Learning, a full-day conference exploring how simulation and AI are transforming professional education.
Geared toward educators in clinical, practicum and post-secondary settings, the event features two keynote speakers and more than 20 concurrent sessions across three streams: AI, innovation and simulation.
“Our goal is to showcase how these tools are changing the way we teach and prepare students across practice-based professions,” Carter-Snell says.
The day opens with Dr. Soroush Sabbaghan of the University of Calgary on the human side of AI in education, and closes with Dr. Nicole Harder of the University of Manitoba, a national leader in simulation-based learning. Virtual sessions will be available on demand from May 26 to June 9.