Abstract
Simulation features strongly within the undergraduate nursing curriculum for many Universities. It provides a variety of opportunities for students as they develop their clinical nursing skills. The nursing literature highlights the potential of this approach and the positive opportunities afforded to students in terms of developing competence and confidence. However, much of this literature focuses upon the more operational concerns of simulation. This paper reflects upon the evolution of simulation in nurse education. It considers the theoretical positioning and understanding of simulation as a teaching and learning approach for undergraduate nursing skills development. The work of Vygotsky (1978) and Lave and Wenger (1991) are highlighted in order to begin to explore the theoretical basis of simulation as an effective pedagogical approach for nurse education today, enabling students to learn to be nurses.
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