Research Article ‘‘Negotiating, Navigating, and Networking’’: Three Strategies Used by Nursing Leaders to Shape the Adoption and Incorporation of Simulation into Nursing Curricula—A Grounded Theory Study Karyn Taplay, 1 Susan M. Jack, 2 Pamela Baxter, 2 Kevin Eva, 3 and Lynn Martin 1 1 Department of Nursing, Faculty of Applied Health Sciences, Brock University, 500 Glenridge Drive, St. Catharines, ON, Canada L2S 3A1 2 School of Nursing, Faculty of Health Sciences, McMaster University, 1280 Main Street West, Hamilton, ON, Canada L8S 4K1 3 Centre for Health Education Scholarship, Faculty of Medicine, University of British Columbia, 950 West 10th Avenue, Vancouver, BC, Canada V5Z 1M9 Correspondence should be addressed to Karyn Taplay; ktaplay@brocku.ca Received 11 February 2014; Accepted 20 March 2014; Published 8 April 2014 Academic Editors: S. Keeney, S. Kennerly, and A. B. Wakeield Copyright © 2014 Karyn Taplay et al. his is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Background. Implementing simulation requires a substantial commitment of human and inancial resources. Despite this, little is known about the strategies used by academic nursing leaders to facilitate the implementation of a simulation program in nursing curricula. Methods. A constructivist grounded theory study was conducted within 13 nursing programs in Ontario, Canada. Perspectives of key stakeholders ( = 27) including nursing administrators ( = 6), simulation leaders ( = 9), and nursing faculty ( = 12) were analyzed using the constant comparison method. Results. Nursing leaders, speciically nursing administrators and simulation leaders who successfully led the adoption and incorporation of simulation into nursing curricula, worked together and utilized negotiating, navigating, and networking strategies that impacted the adoption and incorporation of simulation into nursing curricula. Conclusions. Strategies that were found to be useful when planning and executing the adoption and incorporation of an innovation, speciically simulation, into nursing curricula provide practical approaches that may be helpful to nurse leaders when embarking upon an organizational change. 1. Introduction he use of simulation as a teaching strategy in nursing education has developed signiicantly within the past decade [1–3]. Despite the increased use of simulation and the attention received [3], the integration of simulation into nursing curricula has been inconsistent. In 2004/05, the Ontario Government provided each nursing program in the province with approximately $500,000 in funding to purchase simulation equipment [4]. Prior to this time, the use of mid- to high-idelity simulation equipment as a teaching strategy was uncommon in most programs of nursing. Mid- to high-idelity equipment is deined as life-like equipment that can imitate real-life responses to medical conditions [5, 6]. What followed was a time of dynamic change in nursing curricula as nursing programs started the process of incorporating simulation which provided an opportune time to examine how organizational culture shapes the adoption and incorporation of simulation. Taplay and colleagues [7] discovered key organizational elements that shape a common process of adoption and incorporation of simulation into nursing curricula. Institu- tions that were able to navigate this process and integrate simulation into all levels of curricula in which nursing content was taught were classiied as high uptake. he key organizational factor that was identiied in high uptake sites was the shared leadership among nursing leaders. his paper represents an efort to delve more deeply into the shared Hindawi Publishing Corporation ISRN Nursing Volume 2014, Article ID 854785, 7 pages http://dx.doi.org/10.1155/2014/854785