SIMBASE – Simulation Based Learning and How It Develops the Efficiency of Healthcare Centers by Using the ICT Method of a European Project Ildikó Szögedi 1 , Teresa Campos 2 , Armando Romanos 3 , Peter Donnelly 4 , David Riley 5 , Miguel Castelo-Branco 6 1 National Institute for Quality and Organizational Development in Healthcare and Medicines (Hungary) 2,3 Andalusian Professional Health Ministry (Spain) 4 Postgraduate Medical and Dental Education (United Kingdom) 5 Fundacion Iavante (Spain) 6 Universidade da Beira Interior (Portugal) szogedi.ildiko@gyemszi.hu Abstract In the field of education there is a need for paradigm change. We need to know what opportunities we have for formal and informal education and learning. The Bologna, LLP and Copenhagen directives serve this purpose. There is a need for interdisciplinary knowledge, such as: computer skills, digital literacy, and foreign languages. Methods: Seven countries participated in this research. A retrospective and comparative analytical approach was used. After the literature review and lessons will be offered a model of impact assessment and a guide for policymakers. Used a piloting design for each training period and a first draft impact assessment model. Results: The goal of our research was to explore what types of skills are being developed by different learning methods that are useful for the future career. Discussion: Simulating patients through role playing between learners and educators is commonly used in medical and nursing education. Physical assessment skills and communication techniques are often taught using student pairs. Trained simulated patients can be used to model medical interactions so learners can practice appropriate response/actions. SBL provides a dual role by allowing students to refine their patient examination techniques with the SBL model while receiving real-time feedback about the patient’s safety. Conclusions: By alloying the methodical tools of traditional learning and SBL, the output goals of SBL will be measureable more significantly in the students’ clinical practice. In order to move more swiftly towards the proper use of simulation technology and, in general, maximizing the efficiency of training it is essential to establish a close collaboration between different actors and countries. Background Evidence supporting the use of patient simulation in nursing education. An integrative review of medical and nursing literature was conducted by Ravert[2] in an attempt to identify quantitative studies related to computer-based simulation in health care education and to determine the effect of simulation on learning. Nine studies out of 513 references met the inclusion criteria; five were conducted in medical schools with medical students and four were done by registered nurses using samples of nurses. Seventy-five percent of the studies indicated positive effects of simulation on knowledge acquisition and/or skills training. Evidence in the literature related to the use of patient simulation in nursing education and practice is ever increasing, although still sparse in comparison to the medical literature. The majority of articles in the nursing literature are descriptions of how patient simulation is utilized in a particular setting. There is a definite paucity in actual research studies that have been conducted about patient simulation. The first reports of patient simulation in nursing education describe its use with nurse anesthesia students [3, 5, 7]. Incorporation of the human patient simulator into nurse practitioner and clinical nurse specialist education programs occurred somewhat