Feature ArticlesThe Changing Landscape of Simulation-Based EducationMorse, CatherineJean PhD, MSN, RN; Fey, Mary PhD, RN; Kardong-Edgren, Suzie PhD, RN, ANEF, FAAN; Mullen, Ann MSN, RN; Barlow, Melanie MS, RN; Barwick, Stephanie MS, RNAuthor Information Catherine Jean Morse is associate director of educational leadership and international programs at the Center for Medical Simulation, Boston, and a lecturer in the Department of Anesthesia at Harvard Medical School and Massachusetts General Hospital. Mary Fey is associate director of the Institute for Medical Simulation, Center for Medical Simulation. Suzie Kardong-Edgren is a professor of nursing and director of the Research and Innovation in Simulation Education (RISE) Center at the Robert Morris University School of Nursing and Health Sciences, Moon Township, PA. Ann Mullen is program manager of the Institute for Medical Simulation, Center for Medical Simulation. Melanie Barlow is director of simulation and Stephanie Barwick is lead educator of the Speaking Up with Good Judgment program, both at Mater Education, Mater Misericordiae, Brisbane, Queensland, Australia. Contact author: Catherine Jean Morse, email@example.com. The authors have disclosed no potential conflicts of interest, financial or otherwise. AJN, American Journal of Nursing: August 2019 - Volume 119 - Issue 8 - p 42-48 doi: 10.1097/01.NAJ.0000577436.23986.81 Buy Metrics AbstractIn Brief Once considered solely as an educational tool in undergraduate education, simulation-based education (SBE) now has many uses. SBE is now embedded in both graduate and undergraduate nursing education programs and has become increasingly accepted practice in hospital orientation and transition-to-practice programs. Newer applications include ongoing professional education, just-in-time training, teamwork development, and systems testing. This article highlights the changing landscape of SBE and describes elements critical to its successful use, including facilitator competencies, the necessity of providing a psychologically safe environment to enable learning, and the importance of addressing other safety concerns, such as the possibility of accidentally introducing simulated equipment and medications into real patient care. This article details three foundational concepts of simulation-based education: prebriefing, debriefing, and safety in simulation. It also provides examples of academic, hospital- and health care center-based, and in situ simulation programs. Copyright © 2019 Wolters Kluwer Health, Inc. All rights reserved.