Abstract
Teaching prioritization skills to nursing students is an important yet complex process. Nurse educators often expect these skills to be developed in the clinical setting; however, there are competing demands for the students' time. In simulation, there is an opportunity to assist students to develop prioritization skills. A limitation in using simulation is often the number of high-fidelity simulators available and the number of students who are assigned to the simulation-based experience. This article discusses the application of simulation design characteristics to a non–manikin-based simulation with a focus on developing prioritization skills.
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