Background: Simulation-based education (SBE) is a practical learning strategy in healthcare education. To ensure its quality, clarifying the competencies required of simulation educators is essential. Given the influence of cultural contexts, this study aimed to comprehensively examine the competencies of simulation educators in Japan and other countries.　Methods: A scoping review was conducted using the framework by Arksey and O'Malley. Literature searches were performed in four databases, including PubMed, to identify studies describing competencies for healthcare simulation educators. A total of 24 articles were selected and analyzed.　Results: The analysis identified nine major themes and 58 subthemes related to educator competencies. While literature from Japan and other countries covered the overall framework, variations were found at the subtheme level. Japanese literature lacked detailed descriptions on debriefing, advanced technologies, and research competencies.　Conclusions: While core competencies for simulation educators show similarities across countries, notable regional differences exist. Incorporating global insights while tailoring competencies to Japan's specific educational and cultural context is essential for developing effective educator training programs.

Information pertaining to self-regulated learning strategies for nurses in distance learning is scarce, There is also insufficient information regarding suitable learning support. We conducted a survey, exploring the demographic data and self-regulated learning strategies of 183 nurses who used distance learning; 159 nurses responded. In this study, nurses tended to use “asking peers” as their primary learning support. Additionally, “developing learning plans,” “devising learning methods,” and “reflecting on learning methods” showed a positive correlation. “Developing learning plans,” “devising learning methods,” and “rewarding oneself” also showed a positive correlation. Finally, a positive correlation was found between “asking peers” and “rewarding oneself.” A bulletin board for exchanging opinions among learners and the implementation of a pre-course were suggested as ways to support distance learning for nurses.

While the number of medical schools with simulators is increasing, data pertaining to self-learning is scarce. We conducted a web survey, exploring the ownership and use of simulators at 82 medical schools in Japan; 29 medical schools responded. Twenty-eight of the medical schools owned one or more simulators. Twenty-four allowed undergraduates to engage in self-learning using simulators, and many imposed some restrictions on their use. The medical schools allowed the simulators to be used for a variety of reasons, including “examination preparation,” “improvement of clinical ability,” and “to meet strong demands from students.” Reasons for restriction on use were “equipment management” and “doubts regarding the outcome of self-learning without faculty.” The use of simulators in self-learning is widely supported at medical schools in Japan. In order to optimize self-learning with simulators, appropriate settings and optimal simulator choice should be explored.