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Research shows that simulation is an effective teaching strategy in the preparation of healthcare professionals. Simulation is often used to evaluate clinical judgment and competencies of students. It has been proposed that simulation can be used during orientation to assist graduate nurses as they transition to professional roles. The purpose of this article is to provide a summary of current evidence related to the use of simulation in graduate nurse orientation. An integrative review was conducted using guidelines set forth by Ganong (Ganong, Res Nurs Health. 1987;10:1–11). Three articles meeting the inclusion criteria were analyzed, and three themes were identified: socialization to the professional role, competence and confidence in self-performance, and learning in a safe and supportive environment. In this article, additional findings from the literature are linked to the three themes. Recommendations for future research are suggested.