Lasater (2007) used Benner’s 1996 definition of clinical judgment to define clinical judgment in the study. This definition defines clinical judgment as the way nurses come to understand problems or concerns of patients. Lasater points out that experiential learning such as simulation allows the student to experience both the good and the bad aspects of working with patients as a nurse. The simulated experience is not just a flat experience but rather one rich with dimension. Participating in the study was a group of 48 junior students taking Adult I nursing. The students were divided into groups of 12 which came to lab one day each week, replacing a clinical day. A nursing faculty facilitator began each session with some amount of pre-teaching on the topic of the scenario. For the individual scenarios three students participated at a time. One student played the role of the primary nurse; this student was ultimately responsible for interventions and delegation regarding the patient. After each scenario there was a debriefing session with the students. Of the 48 students in the study, 39 of them were observed and became candidates for a later focus group. Out of the 39 students eligible to participate in the focus group 15 chose to do so. Of these 15 all were non traditional students.