Purpose/Goal/Description of content to be covered: High-fidelity simulation gives students opportunities to actively engage in realistic situations where they can synthesize knowledge and problem solve relative to patient care. (DuBose et al, 2010). A deficit of clinical sites to assist students in developing specific competencies with specialized patient situations challenges the nurse educator to create imaginative and experiential learning activities. (Del Bueno, 2001). In addition, the changing landscape in society and health care delivery requires preparation to preserve safety and quality in the delivery of care and impacts nursing education in regards to pedagogy, ethical considerations, technological advances, and workforce deficits. (Nehring, W.M. & Lashley, F.R. 2010). Simulation, as an experiential learning activity, requires active engagement of the student. Simulation provides opportunities to reproduce clinical situations that incorporate effective cognitive and psychomotor domains of learning to develop the essential components of nursing practice. (Kardong-Edgrin, S. Adamson, K.A., & Fitzgeral, C. 2010
