Problem: Changes in higher education, nursing education, include an evolution of teaching strategies. Lecture is no longer accepted as the sole teaching strategy. Faculty are integrating use of technology in their teaching and promoting active involvement of the students in the learning process. Simulation teaching using fidelity human patient simulators in nursing education is gaining worldwide acceptance. While this may be the case in the developed countries, it does not hold the same for under-developed countries. The lack of these technological advances in nursing education is more apparent is African countries. Faculty therefore must have a solid foundation of concepts and knowledge on simulation technology and build upon those concepts, to ensure a more effective, efficient and satisfying learning experience for he learner. Purpose and Scope: The purpose of this project was to introduce medium-fidelity simulation for teaching and integration of simulation into the curriculum at school of nursing that prepares students in a bachelor’s level education for initial registration for nurse licensure. The project scope included designing, developing, implementing and evaluating medium-fidelity human patient simulation laboratory in the school. The rationale for the project was that by developing a simulation laboratory there would be integration of simulation into the nursing school curriculum. Goal and Objectives: The primary goal of the project was to assess the school of nursing laboratory facility and faculty use of simulation. A second goal was to design and develop a medium-fidelity simulation laboratory. The third goal was to provide training to nursing faculty related to the operation of laboratory equipment and the process of conducting activities utilizing simulation as a teaching strategy with the objective of integrating simulation teaching into the nursing school curriculum. Plan: In the initial phase of the project a needs assessment was based on current trends in nursing education, simulation teaching. This was followed by designing and developing simulation laboratory focusing on simulation as instructional strategy after which implementation of simulation teaching activities for the faculty were conducted. In the final phase evaluation of integration of simulation into the course commenced. Outcomes and Results: Key findings revealed significant changes in the teaching strategies amongst the nursing school faculty. Seventy one percent of the nursing school faculty attended the simulation laboratory training sessions. Four scenarios were incorporated into the lessons into the adult health nursing course within the first week after implementation and ten by the end of third week. Faculty is writing scenarios using program templates that came with the software.
