This study addressed the use of simulation as an adjunct to experiential learning in nursing education. The purpose of this study was to determine the perceived needs of faculty required for successful incorporation of simulation in nursing curricula in associate degree nursing programs in the southern region of the United States. This study further explored experienced nursing faculty perceptions regarding how simulation can enhance or supplement specific components required in nursing curricula. The population was a convenience sample of faculty members teaching in public funded NLNAC accredited associate degree nursing programs in the southern region of the United States. Data were collected using the Barriers to Simulation Utilization scale, a demographic questionnaire, and a researcher developed question exploring the current use and perceived acceptable use of simulation in associate degree education. This study found that associate degree nursing faculty in the southern region of the United States perceive that adopter/innovation and organization/communication factors are facilitators of simulation. Organizational support, adequate training, faculty workload consideration, and the use of a technology or simulation coordinator were identified as factors that may facilitate the use of simulation in associate degree programs. Components of nursing curriculum were identified that could be taught using simulation. The results of this study are consistent with others and add to the body of knowledge related to faculty needs for successful incorporation of simulation in nursing curricula.

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