INTEGRATIVE LEARNING WITH HIGH FIDELITY SIMULATION AND PROBLEM-BASED LEARNING: AN  EVALUATIVE STUDY

Clinical simulation facilitates experiential learning in safe controlled environments and thus the  development of clinical competencies (Alinier et al, 2006). The use of simulation in pre-registration  nurse education has increased in recent years. Curriculum integration has been identified as an  important facet of simulation programmes, yet the evidence suggests that this frequently does not occur.    The aim of this study is to evaluate the performance outcomes and student perspectives of a final  year BSc Nursing elective module. The module was theoretically grounded in a constructivist paradigm  and aligned to an integrative learning framework. Simulations aligned to problem based learning triggers were the principle teaching learning and assessment approaches.