LAUSR

Abstract Development of clinical competency is a critical component of undergraduate nursing education. However, often when students struggle in the clinical setting with skills such as critical thinking and clinical reasoning, evidence-based resources for remediation are lacking. Because simulation is a well-established nursing pedagogy, could it be a valuable tool in clinical remediation for such students? The aim of this integrative review of literature was to examine what was currently known about clinical remediation using simulation and how simulation contributes to clinical competency. A literature search of three data bases was conducted to identify pertinent research using keywords such as simulation, remediation, nursing, education, clinical reasoning, clinical safety, and clinical competence. A total of 1,645 total articles were retrieved from databases, and 76 were retrieved from additional sources. Ultimately, 24 articles met the inclusion criteria and three main themes emerged which were the use of simulation as a nursing pedagogy, simulation use in clinical remediation, and effectiveness of simulation for development of critical thinking and clinical reasoning skills. The current evidence supports simulation as an effective pedagogy for development of clinical competency skills, such as critical thinking and clinical reasoning, but there is a significant deficit of literature on the use of simulation as a tool for clinical remediation of undergraduate nursing students.