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Although simulation methods have primarily been used for teaching in nursing education, there is a growing interest in the use of simulation for student and program evaluation. Developing simulation scenarios for high stakes evaluation differs from traditional teaching/learning scenario authorship in a number of ways. This manuscript describes the process used to write, pilot test, and revise scenarios used in the National League for Nursing High Stakes Testing feasibility study. Observations and reported differences in scenario development and facilitation may provide insight to others regarding the best use of summative simulation scenarios.

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NOTICE: this is the author’s version of a work that was accepted for publication in Clinical Simulation in Nursing. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Clinical Simulation in Nursing, (in press). DOI: 10.1016/j.ecns.2013.11.006

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