This article focuses on the development, implementation, evaluation, and optimization of a simulation-based teaching and learning arrangement for nursing students at Hamburg University of Applied Sciences (HAW Hamburg) in the context of end-of-life care. The goal of this teaching unit, supported by actors and conducted in the Skills Lab of the Faculty of Health, is to support students in developing (self-)reflective competence by presenting them with realistic challenges from their palliative care practice. It also provides instructors with a framework for implementing corresponding teaching sessions. Furthermore, the accompanying research project aims to present design principles for comparable teaching and learning arrangements in university-level nursing education, grounded in both learning theory and/or empirical research.