Abstract
The aim of this paper is to discuss the application of Simulation Based Education (SBE) in nursing and wider health professional education. Simulated Learning (SL) is discussed in relation to its history, development, application in health professional education, delivery considerations and outcomes. Simulated Learning and Simulation Based Education could be differentiated by considering SL as instances where simulation is employed as a teaching and learning method and SBE as a more comprehensive approach within curricula design. Following this, the discussion will focus on SBE in light of Activity Theory (AT) and Expansive Learning (EL) espoused by Engeström (2009). The philosophy, factors, structures and approaches of AT and EL are highlighted and their application as an underpinning consideration for SBE is discussed. It is suggested that by utilising the Expansive Learning philosophy, health professional educators can create a structured approach to effective integration of Simulation Based Education into curricula design and as a vehicle for them to deliver high quality experiences for students which is then transferable to their practice settings as professionals.