Feature ArticlesScaffolding and Sequencing Core Concepts to Develop a Simulation-Integrated Nursing CurriculumHerrington, Alaina MSN, RN, CHSE, CNOR; Schneidereith, Tonya PhD, CRNP, PPCNP-BC, CPNP-AC, CNE, CHSEAuthor Information Author Affiliations: Simulation Center Coordinator (Ms Herrington), Hinds Community College, Dr George Ball Simulation Center, Jackson, Mississippi; and Assistant Professor of Nursing (Dr Schneidereith), Stevenson University, Owings Mills North Academic Center, Maryland. The authors declare no conflicts of interest. Correspondence: Ms Herrington, Hinds Community College, Dr George Ball Simulation Center, 1820 Hospital Dr, Jackson, MS 39204 (Alaina.firstname.lastname@example.org). Accepted for publication: November 20, 2016 Published ahead of print: December 29, 2016 Nurse Educator: 7/8 2017 - Volume 42 - Issue 4 - p 204-207 doi: 10.1097/NNE.0000000000000358 Buy Metrics Abstract Integrating simulation in multiple levels of nursing programs remains a challenge for educators. Nurse educators from various degree-granting programs were surveyed to identify placement of multiple nursing concepts. The results of the survey identified concepts that could be incorporated, that is, scaffolded, into various levels of education via concept-based simulations. Categorizing concepts into multiple learner levels provides an efficient, systematic approach to incorporating concepts into simulation throughout any nursing curriculum. Copyright © 2017 Wolters Kluwer Health, Inc. All rights reserved.