Simulation is recognised as one of the more effective methods of managing clinical teaching. It can be presented in many ways - role-plays, games and computer programs; it encourages the student to become an active participant, to think more deeply and to become part of the educational environment.

In the first year at Griffith University, a curriculum which uses a Problem Based Learning philosophy, it was decided to use a simulated ward to foster the integration of theory and practice before students went to the institutions for clinical practice. It was hoped to capture the advantages of simulation for example the controlled manipulation of the patient care situation with fairly predictable results and the creation of a safe environment allowing the patient to escape the consequences of poor decisions made by a learner or an ill-informed care giver.

The simulation was to involve all students in all facets of the day to day activities of a busy ward and to expose them to a diverse array of roles within that setting. This paper discusses the organisational factors in such an undertaking and educational outcomes achieved. It will also give an insight into the student reactions to and reflections on the week.