This low fidelity, single phase approximately 2-hour scenario is designed to be used ad-hoc to replace excess missed clinical time and address course objective: “Application of the CNA code of ethics to practice.”  It can be adapted to accommodate from 2-4 students potentially encompassing a clinical group of 8 during one 4-hour clinical time block.  In larger groups extra students will take roles of ancillary staff in report room (observers) and assist the lead student in problem solving, choice of communication tools, and debrief feedback. Students will be provided a learning package reflecting on previous course work on ethics, patient confidentiality and communication; all covered in semester 1.  The learning package is intended to take approximately the same amount of time as preparation for a traditional day of clinical.  Roles will be assigned on a voluntary basis to determine the lead student(s) to facilitate psychological safety.  Other students will have active access to communication resources and objectives to allow them to be active learners while in the observer role and participating in debriefing. (O’Regan, et al, 2016). Participant(s) are provided the opportunity to identify and intervene in a breach of confidential patient information constituting a potential violation of professional ethics.  Participants will  employ communication tools learned in class and reviewed in preparatory work for communication during handoff report in acute care.  Information unrelated to patient care and potentially harmful to a patient begins to be conveyed, putting patient confidentiality and dignity at risk.  One patient has confided / disclosed significant personal information in trusting relationship built with off going nurse during previous shift.  Off going nurse includes all gathered information in report potentially breaching confidentiality in shared space and altering next nurses and ward’s perception of patient. O’Regan, S., Molloy, E., Watterson, L., Nestel, D. (2016) Observer roles that optimise learning in healthcare simulation education: A systematic review. Advances in Simulation 1(4). https://doi.org/10.1186/s41077-015-0004-8