A nursing simulation is defined as an event or situation made to closely resemble clinical practice (Jeffries, 2005). Simulation has been heralded as a safe and effective educational strategy that bridges gaps between theoretical concepts and practice (Childs & Sepples, 2006; Hovancsek, 2007). In recent years there has been a proliferation of literature surrounding simulation, yet many questions remain unanswered regarding best simulation practices (McNelis, Jeffries, Hensel, & Anderson, 2009). One such question is how many students can be involved in a given simulation while still maintaining good learning outcomes. Using the National League for Nursing(NLN) Jeffries simulation framework (Jeffries, 2005), the purpose of this study was to explore how group size affected students’ perceptions of design adequacy, satisfaction, and self-confidence from participation in two high-risk, maternal-newborn simulations
