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BACKGROUND During the COVID-19 pandemic, virtual clinical learning assignments replaced onsite clinical instruction in many prelicensure nursing programs, but the alignment of those learning experiences to end-of-program outcomes was unknown. PURPOSE This article describes the process and results of mapping student competencies gained via virtual patient simulation experiences to a program's end-of-program outcomes and accrediting standards. METHODS A faculty team followed the process of curriculum mapping as described in the literature to evaluate the effectiveness of the program's virtual clinical learning product in addressing end-of-program outcomes. RESULTS The mapping process identified where competencies were being met, which needed enhancing or were redundant, and where gaps existed. CONCLUSIONS Curriculum mapping is an effective strategy in evaluating whether virtual patient simulation learning experiences support end-of-program outcomes. Mapping learning activities to outcomes will be fundamental to curriculum development and evaluation as schools of nursing integrate accrediting standards.