Simulated learning in undergraduate nursing programmes has escalated at an unprecedented rate over the last decade with many Institutions boasting high fidelity state of the art simulation labs and high fidelity human patient simulators (HFHPS) (Lapkin & Levett-Jones, 2011; Schiavenato, 2009; Wordsworth, 2013). A brief look at the available evidence however, suggests that the level of simulation fidelity does not translate to learning in nursing education, nor does it justify the cost.