One of the stated purposes of this column is to review The three areas are Research contribution, Research relatopics directly related to both qualitative and quantitative research methods. We cannot think of a more universal issue than research ethics and participant recruitment. This concern is shared by nursing education and simulation researchers, regardless of their qualitative or quantitative approach. This column will introduce the Framework for Ethical Research Practice (Wendler & Grady, 2008; Bradbury-Jones & Alcock, 2010) and its application to the recruitment of nursing students as research participants in educational and simulation research. An upcoming column (Part II) will provide practical advice, from the literature and our experience, for participant recruitment to achieve appropriate sample sizes in nursing education and simulation research. Bradbury-Jones and Alcock (2010) used the work of Wendler and Grady (2008) to develop aFramework for Ethical Research Practice. This framework, while widely applicable to all nursing research, provides guidance that we find especially valuable in guiding nursing education and simulation research. You are likely familiar with the concept of informed consent; however, the often vague or assumption-laden dynamics of the informing process leaves room formore clear descriptions of what potential research participants should know before giving consent for participation. Wendler and Grady (2008) suggest three areas that are critical for researcher to examine and for potential participants to understand as part of the recruitment process and to guide the development and implementation of all research activities.