Healthcare Education & Simulation. Where the health workforcegets job-ready.
We design and run simulation labs, digital health labs and continuing-education programs that build real skill, from responsive mannequins to hands-on practice with health data, and we tie training to the roles organizations are hiring for.
A short call with a senior expert. No patient information needed.
Learners
- Nursing students
- New graduates
- Practicing clinicians
- HIM & coding staff
- Health IT teams
How learning is built
- 1A realistic scenario or lab task
- 2Hands-on practice, no patient risk
- 3A structured debrief on what happened
- 4Competency checked and recorded
What you get
- Job-ready graduates
- Continuing education, handled
- Skills tied to real roles
- Evidence for accreditors
Built on the standards education is judged by
- INACSL Healthcare Simulation Standards of Best Practice
- NCSBN simulation guidelines
- ANCC accreditation criteria
- ACCME accreditation criteria
- State board of nursing rules
- Competency-based assessment
- HIPAA for training data
Watch 46 seconds
Ready on paper, ready on shift: how simulation builds a job-ready workforce
Read the film as text
- Ready on shift?New graduates are ready on paper. Practice makes them job-ready.
- Why it matters50% Up to half of clinical hours can be replaced by simulation with equivalent outcomes. Source: NCSBN National Simulation Study
- From scenario to job-ready.A realistic scenario. Hands-on practice, no patient risk. A structured debrief. Competency checked and recorded. Training tied to the roles organizations are hiring for.
- What you get.Job-ready graduates. Continuing education, handled. Skills tied to real roles. Evidence for accreditors.
- During Health.Where the health workforce gets job-ready. Book an education planning call, or Free readiness scorecard, at duringhealth.com.
What is changing in health education right now
Dated facts, each with its source. This part of the page is refreshed regularly; the rest is built to last.
81%
of physicians now use AI professionally
More than double the 2023 rate, in a survey of nearly 1,700 doctors. The most common uses were summarizing research and standards of care (39%) and documenting billing codes, charts or visit notes (28%).
8% → 3%
projected RN shortage, 2028 to 2038
HRSA projects the national registered nurse shortage easing but not closing over the decade. Capacity has to come from how work is organized and how people are trained, not from hiring alone.
HRSA, nursing workforce projectionsAs of Oct 2026138,000
nurses who left the workforce since 2022
NCSBN’s national workforce study also found about 40% of nurses intend to leave or retire within five years, so retention is a capacity issue as much as hiring.
NCSBN, National Nursing Workforce StudyAs of Oct 2026Up to 50%
of clinical hours replaced by simulation with equivalent outcomes
NCSBN’s national study found no significant differences in competency or licensing exam results. State boards set their own limits, so each program has to check its own state’s rules.
NCSBN, National Simulation StudyAs of Oct 2026
93,176
qualified nursing school applications turned away in 2025
AACN attributes this mainly to too few faculty, clinical sites and classroom space. Simulation is one of the few ways schools can expand practice capacity without more clinical placements.
Every number links to its source.
What most programs get wrong about simulation and education
Myth
“Simulation is a nice extra, not real clinical training.”
Fact
NCSBN’s national study followed students through nursing school and found no significant differences in clinical competency, knowledge or licensing exam results when up to half of clinical hours were replaced by simulation, under conditions comparable to the study.
Myth
“A simulation lab is a purchase.”
Fact
The mannequins are the easy part. Trained faculty, well-built scenarios, a dedicated space and a structured debrief decide whether a lab produces skill or collects dust.
Myth
“Continuing education is a box to tick.”
Fact
Required hours should change practice. Good programs start from a real gap, use cases and exercises, and measure what changed afterward.
Four things you can hold us to.
High-fidelity simulation labs
Establish and run simulation environments with responsive mannequins for risk-free, hands-on clinical skill development.
What you get
- Lab design: space, equipment and a phased equipment plan
- A scenario library mapped to learning objectives
- Faculty and facilitator training, including debriefing
- Scheduling, upkeep and utilization reporting
Digital health labs
Structured environments where professionals practice real-world health-data management, auditing and HIMS workflows.
What you get
- A practice environment with realistic, de-identified data
- Exercises in health data management, coding, auditing and EHR workflows
- Assessments that mirror real tasks
- Security and privacy controls for training data
CNE / CME & events
Workshops, conferences and summits that satisfy mandatory continuing-education hours for nursing and medical staff.
What you get
- Program design from a needs assessment and learning objectives
- Workshops, conferences and summits
- Partnership with an accredited provider, or support for your own accreditation
- Attendance records and outcome follow-up
Job-ready workforce
Align trained professionals with the active hiring pipelines of modern hospitals.
What you get
- Skills mapped to the roles organizations are hiring for
- Practical assessments and a competency record per learner
- Employer and clinical-partner connections
- Graduate outcome tracking
Everything we do in healthcare education and simulation
Ten service areas, from designing a lab to proving what learners can do. Most engagements start in one and grow into the others.
High-fidelity simulation labs
Safe, realistic practice before the real thing.
- Lab design and equipment planning
- Responsive mannequins and task trainers
- Scenario library
- Utilization and upkeep
Scenario & curriculum design
Teaching that starts from the learning objective.
- Scenarios mapped to objectives
- Interprofessional team exercises
- Assessment rubrics
- Curriculum alignment with standards
Faculty & facilitator development
Good simulation depends on good facilitators.
- Facilitation and debriefing methods
- Simulation operations training
- Scenario writing workshops
- Peer observation and feedback
Digital health labs
Practice with data, not just theory.
- De-identified practice datasets
- Coding, HIM and auditing exercises
- EHR and analytics workflows
- Secure, monitored environments
Coding, HIM & revenue cycle training
Skills the business side of care depends on.
- Medical coding practice
- Documentation and CDI exercises
- Denials and appeals cases
- Credential exam preparation
CNE & CME programs
Continuing education that changes practice.
- Needs assessment and objectives
- Workshops and conferences
- Accredited-provider partnerships
- Attendance and outcome records
AI and data literacy for clinicians
Using new tools safely and well.
- What AI can and cannot do
- Reviewing AI output
- Privacy and safe use
- Hands-on practice with approved tools
Competency assessment
Proof of what learners can do.
- Skills checklists and practical exams
- Accuracy and quality scoring
- Learner competency records
- Reporting for accreditors and employers
Employer & clinical partnerships
Connecting training to jobs.
- Skills mapped to open roles
- Clinical placement support
- Employer advisory input
- Hiring pipeline tracking
Learning analytics & outcomes
Showing the program works.
- Completion and competency dashboards
- Graduate and exam outcomes
- Program evaluation for accreditation
- Continuous improvement cycles
How an engagement runs: start with one program, not a campus
You see learners reach a defined competency before you widen the program.
Assess
Find the gap: who must learn what, for which roles, under which rules.
You get
A needs assessment and a set of learning objectivesDesign
Build the scenarios, labs or courses, the assessments and the schedule.
You get
A program design, scenario library and assessment planDeliver
Train the facilitators, run the first cohort and debrief honestly.
You get
A delivered cohort with competency recordsProve and extend
Report outcomes, refine and extend to the next program, or hand it over.
You get
An outcomes report, playbooks and a transfer option
Who we build education for
Nursing and allied health schools
The problem
More qualified applicants than clinical sites, faculty and seats.
A good first project
A simulation lab or scenario library that expands usable practice capacity.
Hospitals and health systems
The problem
New hires need to be productive faster, and staff need continuing education.
A good first project
A residency or onboarding simulation program for one unit.
HIM, coding and revenue cycle teams
The problem
Hard-to-fill roles and uneven skills.
A good first project
A digital health lab with role-based practice cases.
Professional associations and event organizers
The problem
Members need accredited, practical education.
A good first project
A needs-based CE program with an accredited partner.
Is your education program ready to grow?
If you cannot tick most of these today, program design comes before more equipment or seats.
- Learning objectives are written and tied to competencies employers need.
- Facilitators are trained in debriefing, not only in the content.
- Scenarios are written, tested and reused across cohorts.
- You track simulation hours and the rules your state board sets.
- Learners’ competencies are recorded, not only their attendance.
- Continuing education starts from an assessed need.
- Training data is de-identified and handled under a clear policy.
- You can show outcomes to an accreditor or employer on request.
Three questions to ask your team on Monday
- 01
What can a graduate or new hire do on day one that they could not do last year?
- 02
How many of our simulation hours are led by someone trained to debrief?
- 03
Which continuing-education hours changed what people do on the job?
If the answers are slow or different in every room, that is where we start.
Check our thinking before you call us
We publish how we read the rules and give away the tools. Judge the depth for yourself.
- Article
NCCI edits explained: PTP edits, MUEs, modifiers and add-on codes
The kind of rule-reading coding students and staff need to practice.
- Article
Medicare EDI and HIPAA transactions explained
A worked example of teaching a complex system in plain language.
- Tool
NCCI edit helper
A free, plain-English practice tool for coding denials.
- Download
HIM technology readiness self-assessment
A workbook you can use in a classroom or a team meeting.
How much of clinical training can simulation replace?
NCSBN’s national study found equivalent outcomes with up to 50% simulation under conditions comparable to the study, including trained faculty and structured debriefing. State boards set their own limits, so confirm yours before planning.
Can your events give CNE or CME credit?
Credit must come from an accredited provider or approver, such as ANCC for nursing contact hours or ACCME for CME. We design the program and partner with an accredited organization, or support your own accreditation, as agreed.
What equipment do we need to start a simulation lab?
Less than most people think. We start from your learning objectives and plan equipment in phases, so spending follows the scenarios you will actually run.
What do you mean by a digital health lab?
A secure practice environment with realistic, de-identified data where learners work on coding, auditing, health data management and EHR workflows, the skills hospitals need but classrooms rarely teach.
Do you place graduates in jobs?
We map training to the roles employers are hiring for and connect programs with employer partners. Hiring decisions stay with the employers.
How do you protect PHI in training?
We use de-identified or synthetic cases wherever possible. Where real records are required, it is under a written agreement, including a business associate agreement where HIPAA applies.
How is an engagement priced?
By scope: the program, the number of learners and the support you need. We begin with one defined program so you can see results before widening.
Start with one program. Show what learners can do.
Tell us who needs to learn what. We will tell you how we would design it, what it needs and how we would show it worked.
Please do not send patient information. Describe the situation without identifying anyone.