ABSTRACT
Written simulation technique is a tool which can help students practice problem solving and put priorities of patient needs. The purpose of this study was to investigate the effect of a written clinical nursing simulation on the nursing action care plan. Two teaching methods were used to investigate this puropse. A traditional method of teaching by independent study and lecture was compared to the use of a written simulation and lecture. Forty second year nursing students were the subjects. Results did not reveal any difference in cognitive pre-post test scores between the two groups. Findings did support the usefulness of the experience of using a written clinical nursing simulation as a method for improving nursing action care planning underlying the problem solving process