Abstract
Nursing is a practice-based profession, and nurse education requires authentic learning. Simulation is valuable to assist the preparation of graduates to enter the workforce, but there is limited understanding of the breadth and quality of simulation as a pedagogy in the Australian nursing context. A framework of best practice in simulation was synthesized from previously published best practice guidelines and then applied to Australian simulation education described in studies included in this scoping review. Included literature (n = 44 articles) maps the extent, range, and nature of evidence around the use and evaluation of simulation in undergraduate nurse education in Australia. Inconsistency in the methods used to evaluate simulation activities creates challenges in pooling results to provide definitive answers about the benefits of simulation in undergraduate nurse education. Improved clarity and rigor in evaluation is needed to guide the appropriate use of simulation in the undergraduate nursing curricula.
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