Background Interpretive pedagogy with simulation encourages students to consider multiple perspectives contextually leading students to think deeper in a shared learning environment. Problem Clinical sites were lacking in a senior nursing leadership and management course and necessitated the adaptation of traditional clinical teaching methodologies. Approach Low‐fidelity simulation was used as an active learning strategy to fulfill clinical hours. Outcomes Comparing student groups' pretest mean scores were not significant (p = .610; 95% confidence interval [CI] [−0.95, 0.12]). Comparatively, the student groups' posttest scores ranging between 87% and 90%, respectively, were also not statistical significance (p = .136, 95% CI [−0.95, 0.12]). Conclusion Students were positive about their experience. They appreciated the opportunity to practice what they learned in the classroom in a safe environment. As a result, simulation in a senior nursing leadership course can be successfully used as an alternative to traditional clinical experiences and fulfill clinical hour requirements.

This article is one in a series on the roles of adjunct clinical faculty and preceptors, who teach nursing students and new graduates to apply knowledge in clinical settings. One of the first steps to becoming a preceptor is learning about the resources and support available within one's organization. This article offers tips to help preceptors prepare for and navigate the precepting experience.