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With over 2,400 members worldwide, the International Nursing Association for Clinical Simulation and Learning (INACSL) is an association dedicated to advancing the science of healthcare simulation.

Mission, Vision and Core Values


Simulation and innovation transform lives.


To be the global leader in the art and science of healthcare simulation through excellence in nursing education, practice, and research.

Core Values

  • DISCOVERY: Creating, uncovering, and developing to build capacity and influence.
  • DIVERSITY: Strength grows from accepting the voices of all and extending equitable opportunities to others.
  • COLLABORATION: Working inclusively propels success. 

Our History 

In 1976, a group of nursing educators from around the U.S. got together at the Health Education Media Association (HEMA) conference in New Orleans and began a dialogue. Among that first group of what would one day grow to become INACSL was Charlene Clark, Kathleen Mikan, Kay Hodson-Carlton, and Joanne Crow.

After the initial meeting, interested persons met at the Biennial North American Learning Resource Centers (LRC) Conference and the National Conference on Nursing Skills Lab on an annual basis. In 1999, a group informally began discussing the need to network throughout the year rather than limiting networking to conference gatherings. Interested leaders met again in 2001 and decided to create a formal organization. In April of 2002, the organization was named the International Nursing Association for Clinical Simulation and Learning (INACSL) and in January 2003, INACSL was incorporated in the state of Texas.

Bylaws and Policies

2022-2025 Strategic Plan

INACSL’s 2022-2025 strategic plan is organized into four goals. Click here to download our most recent Strategic Plan project map.

2020-2023 Research Priorities

INACSL values efforts towards the scholarship of discovery in the following areas. Specific target outcomes are provided to fill gaps in extant research.

Topic Area Target Outcomes
Advanced Practice Nursing Simulation
  • Learning outcomes
Evaluation Tools for Learner Assessment
  • Validity and reliability
  • Types of feedback provided
  • Systematic use for longitudinal outcomes
Interprofessional Simulation
  • Sequencing in curriculum
  • Patient outcomes
  • Instrument development
Patient Safety
  • Learning outcomes
  • Patient outcomes
  • Faculty skill
  • Psychological safety
  • Link to learning objectives
  • Structure
  • Timing
Psychomotor Skill Retention
  • Medication administration skills
Ratio of Clinical Hours to Simulation Time
  • Determination of dosing and clinical hour substitution
  • Virtual simulation ratios
Simulation in Practice Settings
  • Learning outcomes
  • Patient outcomes
Transition to Practice
  • New graduate nurse simulation outcomes
Virtual Reality/Augmented Reality and Serious Games in Nursing
  • Communication
  • Decision making
  • Learning outcomes
  • Patient outcomes
  • Use with patients