According to Webster’s (2003) to simulate is “to look or act like.” In the broadest sense this would include not only mechanical simulators but also role playing, scenario settings, and case studies, to mention a few types of simulation. Using this definition we realize simulation in nursing education has been around a long time—whether it has involved using oranges to practice intramuscular and subcutaneous injections, learning CPR on a static manikin, inserting foley catheters in a manikin in a lab setting, or role playing major mental disorders and communication skills in mental health. These are all simulations in one form or another, and what they have in common is that they are done in an artificial situation so the student or staff member is later able to practice safely in the clinical setting.