The area of simulation based education (SBE) as a strategy to support student learning and engagement has been well established within the constructs of undergraduate (UG) nurse education (Coppa et al., 2019). However, when this pedagogical strategy is utilised, it predominates around the acute care arena. Husson et al. (2014), recognises the lack of community-based simulations and described the potential of this as ‘a new frontier’ and as an opportunity to grow and develop as we move towards a more community-based approach to patient care. In response to this challenge an undergraduate simulated nursing resource (NURSkit), funded by the European Commission, involving nine European partners was developed. The learning resource consists of three community-based simulations which engages students in the trajectory of a chronic disease process from diagnosis to end of life. This toolkit is suitable for all stages of an UG nursing programme. This paper will present the evaluation of the third community-based simulation (Nurskit 3; Complex Care at the End of Life). Twenty undergraduate final year nursing students engaged in and evaluated this resource. The prebrief phase consisted of students listening to pod casts of patients` experiences of terminal illness. The students were then invited to role play a scenario using a standardised patient depicting a level of grief. Finally, within a two-week window, students were invited to debrief using a world cafe format. The simulation was facilitated by three nurse academics who had explicit knowledge of the palliative care domain. Student and facilitator experience of the simulation was evaluated by focus group methodology. Using a thematic analysis approach, findings suggest that students and facilitators reported this to be an emotive and invaluable learning resource. They noted that the experience was an ‘intimate’ process best delivered in a small group format. The experienced standardised patient was deemed preferable to student role-play making the scenario very ‘real’. Students initially felt themselves unprepared to care for a dying patient in the community but on reflection following the scenario exposure, felt more confident in their ability. In conclusion there is an obvious necessity to integrate community SBE into the undergraduate nursing curriculum. As healthcare is moving towards a community-based paradigm, then innovative approaches to learning must be incorporated. References Coppa, D., Schneidereith, T., Farina C. L. 2019. Simulated Home-Based Health Care Scenarios for Nurse Practitioner Students. Clinical Simulation in Nursing, 26, 38–43. Husson N. M., Zulkosky K., Fetter, M., Kamerer J. 2014. Integrating Community Health Simulation Scenarios: Experiences from the NCSBN National Simulation Study. Clinical Simulation in Nursing:10;581–586.