A Practical Framework for Designing Competency-Based Simulation: Supporting Faculty Through Micro-Course Design With Progressive Indicators

BACKGROUND: Simulation is widely used in nursing education, yet faculty often struggle to align simulation design with competency-based expectations. PROBLEM: Adoption of the American Association of Colleges of Nursing Essentials and progression indicators has increased the need for learning experiences that make student performance visible, measurable, and developmentally appropriate. APPROACH: This article introduces the Competency-Based Simulation Micro-Course (CSMC) Framework, a practical approach for organizing simulation as a focused learning unit that includes preparation, prebriefing, participation, debriefing, reflection, and assessment. The framework guides faculty in selecting progression indicators, translating them into observable behaviors, designing scenario cues, and linking assessment and feedback to competency development. OUTCOMES: The framework may support clearer expectations, more consistent assessment, faculty collaboration, and stronger documentation of competency development. CONCLUSIONS: The CSMC Framework offers a feasible strategy for helping faculty translate competency-based education into simulation experiences that support student progression and practice readiness.