Akademik Veri Yönetim Sistemi
Clinical Simulation in Nursing, cilt.114, 2026 (SCI-Expanded, SSCI, Scopus)
Background: Simulation-based education has become integral to health professions training, yet the environmental implications of different simulation modalities are rarely considered during session-level planning. As sustainability gains prominence in healthcare education, there is a growing need to understand how routine instructional choices contribute to carbon emissions. Methods: We conducted a scenario-based carbon footprint modelling study comparing four commonly used simulation modalities aligned with two broad skill domains: technical skills (high-fidelity versus low-fidelity cardiopulmonary resuscitation) and nontechnical skills (standardized patient–based versus virtual reality–based communication training). Each scenario was modelled as a single session delivered to 10 learners within a functionally typical simulation centre. Emissions related to electricity use, building energy, consumables, waste, and standardized patient travel were included. Carbon footprint outcomes were expressed per session, per participant, and per minute of active simulation time. Results: Marked differences in carbon footprint were observed across simulation modalities. High-fidelity CPR generated 2.47 kg CO₂e per session, compared with 1.48 kg CO₂e for low-fidelity CPR, corresponding to a 40.2% lower footprint. For communication skills training, standardized patient–based simulation produced 2.91 kg CO₂e per session, whereas virtual reality–based simulation generated 1.14 kg CO₂e, representing a 60.8% reduction. Electricity consumption was the dominant emission source in technology-intensive modalities, while travel-related emissions were the primary contributor in standardized patient–based sessions. Conclusion: Choices made at the level of individual simulation sessions meaningfully influence the carbon footprint of simulation-based education. Considering environmental impact alongside pedagogical intent and feasibility may offer a practical pathway to reducing emissions in simulation centres. Session-level carbon footprint modelling can support more sustainable planning and resource allocation across health professions education without presupposing changes in educational objectives.