Educational strategies to develop practice-ready, patient status reporting skills in pre-licensure nursing education are needed (Benner, Sutphen, Leonard, and Day, 2010). This study aimed to explore if there was a difference in patient status reporting performance and perceptions of learning for senior pre-licensure nursing students who participated in one of two instructional techniques. The Cognitive Apprenticeship model and a classroom-based, active learning strategy both featuring the ISBARR reporting method comprised the instruction. A sample of 141 baccalaureate nursing students participated in the study. A randomized posttest-only design with comparison group method was used to conduct the research. Reporting performances were scored using The Inter-Professional Critical Incident Report Evaluation Tool during a post-instruction, high fidelity simulation exercise. No statistically significant difference between mean scores for instructional groups was noted in reporting performance or learning satisfaction and self-confidence. This study supports findings from a similar inquiry which suggest that framework approaches to patient reporting can be helpful in learning procedural skill elements. Proficiency in this domain is contingent however upon the ability to recognize the important features of a clinical situation and identify assessment indicators relevant to the problem.