This article discusses the use of problem-based learning (PBL) in two advanced practice modules. The modules form part of an MSc in advanced practice in cancer care. In the second module the concept of working with partners is developed through the introduction of two new roles, student advanced nurse practitioner and mentor, culminating in high-fidelity simulation scenarios. This allows students to articulate critical thinking and extend clinical decision-making skills. The high-fidelity simulation scenarios are adapted according to student responses, mirroring reality. ‘On-stage’ facilitators provide subtle in-scenario debriefing and scenarios incorporate discussions from previous scenarios.

Implications of this safe learning environment for education and practice are discussed. Outcomes include students’ ability to crystallise their understanding from PBL. Formal testing, using Objective Structured Clinical Examinations and Objective Structured Clinical Assessments, demonstrates synthesis of knowledge into practice. Evaluation from students is positive.