Simulated practice has been described as “activities that mimic the reality of a clinical environment and are designed to demonstrate procedure, decision-making, and critical thinking through techniques such as role play and the use of devices such as interactive videos of models” (Connor, 2014). This study aims to explore what works and what does not work in nursing simulations. In this study, it is mentioned that the simulation of human patients constitutes a potential for the training of nursing students. Additionally, they highlighted the importance of human simulation and described it as a very valuable tool. In another finding, the authors indicate that mannequins with the ability to interact with the student are able to provide real-life scenarios, thereby enabling critical clinical development. Interestingly, the researcher highlighted that this simulated mannequin was not used in the early stages of nursing training, but a more traditional format was in place e.g. Nursing skills taught at the bedside. However, the risk associated with this teaching format for a new student with minimal clinical experience was potentially the risk of harm to a patient. The beauty of simulated mannequins is that “for students, there is no fear of harming a living patient.” » The pressure to perform quickly and efficiently without making mistakes is relieved since students can repeat skills as many times as necessary. They mentioned how a simulation lab is a controlled environment, free from distractions and interruptions. Additionally, 25% of their studies cite the integration of simulation-based exercises into the curriculum as an essential component of their effective use. The researchers emphasized and indicated that simulation-based education should not be an extraordinary activity, but ......ition in the middle of paper and faster decision-making. Because simulation is experiential learning, what I took away is a goal that consists of higher levels of creating and evaluating real hospital situations, for example, rather than just understanding or remembering, I end up by analyzing the scenario in depth in a clinical mindset. References Brewer, EP (2011). Successful techniques for using human patient simulation in nursing education. Journal of Nursing Scholarship. doi:10.1111/j.1547-5069.2011.01405.xShapira-Lishchinsky, O. (2012). Simulations in nursing practice: towards authentic leadership. Journal of Nursing Management. doi:10.1111/j.1365-2834.2012.01426.xO¿Connor, T. (2014). The role of simulation in nursing education. Kai Tiaki Nursing New Zealand, 20(1), 11-12