AS PATIENT COMPLEXITY CONTINUES TO INCREASE AND CLINICAL FACILITY SPACE BECOMES TIGHTER, SIMULATION HAS EMERGED AS A STRATEGY TO ACHIEVE CURRICULAR COMPETENCIES IN BOTH NURSING AND MEDICINE. Studies comparing the effectiveness of simulation strategies versus traditional strategies are on the rise as educators embark upon this new approach to facilitating student learning. At the same time, health care discipline educators are being called upon to incorporate more interprofessional learning in the curriculum. An Institute of Medicine (IOM) report (2002) appealed to health educators to demonstrate five core essentials, one of these being interprofessional education. This call was restated in a subsequent IOM report (2010). Further, growing concerns in health care with regard to patient safety have led to the understanding that interprofessional communication is a critical area involved in patient errors (Joint Commission, 2011).