- •Students complete more activities in less time in simulation compared with the clinical setting.
- •Students spend more time in Miller's “knows how” (application) in simulation.
- •Students spend more time in Miller's “knows” (recall, not application) in the clinical setting.
- •Students spend more time in Miller's “does” (independent action) in simulation.
- •The efficient environment of simulation is emerging evidence toward a 2:1 clinical to simulation ratio.
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This work was supported by the International Nursing Association for Clinical Simulation and Learning Debra Spunt Research award. The authors have no conflict of interest to report.