Figure 2.

Integrated curriculum. Simulations and clinical experiences are integrated, and they share the same objectives, goals, and learning activities. The learning processes in simulations and clinical experiences are complementary but also different in terms of cognitive and emotional learning. The complexity, dynamism, stakes, and human components cannot be easily replicated in simulations. There should be a parallel integration of both experiences, with one taking on more importance than the other, depending on learner and context.