Objectives : During the COVID-19 pandemic, emergency pedagogical strategies, particularly distance learning, were crucial for ensuring continuous education. This study explores various simulation-based pedagogical interventions implemented for undergraduate nursing students during the pandemic. Review methods and Design : This scoping review was conducted using the Joanna Briggs Institute (JBI) method. The research procedure was assessed using the PRISMA-ScR checklist. Data sources : Ten databases were consulted, resulting in the inclusion of 37 relevant studies. A categorization of interventions followed by a thematic content analysis enabled the extraction of authors' conclusions regarding the implementation of their interventions. Results : The research team identified five categories of simulation-based teaching: virtual simulation (n=16), telesimulation (n=12), simulation-based learning on campus (n=5), mixed online simulation (n=2), and guided home simulation (n=2). The adaptation of simulation-based education modes has helped foster student engagement, interaction, clinical practice, and self-confidence. The realism of the interventions, their high degree of interactivity, their adherence to best practice recommendations, and the teachers' awareness of the risk of a "digital divide" all contribute to these findings. Conclusions : Teaching under constraints during the pandemic has fostered educators’ creativity and adaptability. These skills should be promoted to maintain pedagogical continuity with resilient pedagogical interventions.