ArticlesNursing Students' Cue Recognition in Educational Simulation A Scoping ReviewPoledna, Mari MSN, RN, CCRN; Gómez-Morales, Abigail MSN, RN; Hagler, Debra PhD, RN, ACNS-BC, CNE, CHSE, ANEF, FAAN Author Information Students (Mss Poledna and Gómez-Morales) and Clinical Professor and Faculty Honors Advisor (Dr Hagler), Edson College of Nursing and Health Innovation, Arizona State University, Phoenix. Correspondence: Ms Poledna, Edson College of Nursing and Health Innovation, Arizona State University, 500 N. 3d St, Phoenix, AZ 85004 ([email protected]). The authors declare no conflicts of interest. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com). Accepted for publication: February 1, 2022 Early Access: April 11, 2022 Cite this article as: Poledna M, Gómez-Morales A, Hagler D. Nursing students' cue recognition in educational simulation: a scoping review. Nurse Educ. 2022;47(5):283-287. doi: 10.1097/NNE.0000000000001198 Nurse Educator 47(5):p 283-287, September/October 2022. | DOI: 10.1097/NNE.0000000000001198 Buy SDC Metrics Abstract Background: New nurses often struggle with recognizing cues and applying clinical judgment. Nurse educators develop educational simulation scenarios to support students in developing clinical judgment, which includes the foundational step of recognizing cues. Purpose: A scoping review on undergraduate nursing students' cue recognition during simulation was conducted to systematically map the existing research and identify knowledge gaps. Methods: From initial identification of 228 studies published between 2010 and 2020, a total of 17 quantitative or qualitative studies were independently appraised using the Joanna Briggs Institute scoping review process and PRISMA-ScR reporting guidelines. Results: Cues were missed with varying levels of frequency. Participants frequently failed to recognize respiratory rates and physical assessment changes as salient cues to patient deterioration. Verbal cues from simulated patients were often missed or resulted in distancing behaviors. Conclusion: Research is needed to determine the most effective methods for helping learners develop skills in cue recognition and analysis. © 2022 Wolters Kluwer Health, Inc. All rights reserved.