Competency standards require baccalaureate nursing graduates to demonstrate knowledge, understanding, and the ability to solve complex problems. In an effort to achieve these program outcomes, educators seek empirical evidence related to the learning process and the effect of innovative teaching strategies, such as simulation, on the learner. Traditional teacher-centered educational models which foster rote learning may not promote a deep approach to learning and facilitate student understanding. Students who utilize deep learning strategies seek meaning and understanding and often have higher quality learning outcomes. The purpose of this quasi-experimental study was to examine the effect of interactive computer-based clinical simulation on undergraduate nursing student approach to learning. The study employed a pre-test post-test design with a non-equivalent comparison group in order to better understand if interactive computer- based clinical simulation had an impact on student approach to learning. The study sample consisted of 64 senior level undergraduate nursing students. Two sets of data were collected using the Revised Study Process Questionnaire (R-SPQ-2F) at two points in time over a 10 week period; prior to initiation of the interactive computerized simulation assignments and at the conclusion of the academic quarter following the intervention. While the change in mean deep learning approach scale scores between the treatment and comparison group at pre and post-test were not statistically significant, the comparison group mean deep approach to learning scale score decreased more over the course of the academic quarter than did the treatment group. Future study is needed with a larger sample size over an extended period of time to determine if interactive computer- based clinical simulation has an effect on student approach to learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]