Abstract

This study explores how and why simulation training facilitates professional learning by investigating how simulators and simulations are used and conceptualized in two professional domains, nursing and maritime navigation, and offer a reconceptualization. Our aim is to move beyond past theorizing of simulators and simulations that has mainly centered on representational issues like validity, fidelity, and authenticity. Instead, we approach simulators as epistemic objects and simulations as epistemic practices. These concepts offer a lens to examine the situated and sociomaterial practices that make simulators into simulations and simulations into entry points to the epistemic culture of a profession. As a result, we pinpoint three central mechanisms for transforming the simulation experience into an event that facilitates the enrollment of students into their future profession. The first mechanism involves the instructional practice of “filling in” aspects of the work context that might be missing in the simulator. The second mechanism, sometimes labeled the “as-if” mode of simulations, manifests through the participants’ ongoing commitment to treat the simulation as-if it was a real professional encounter. The third relates to how simulation-based learning activities afford a crucial pedagogical orientation towards defining what constitutes exemplary professional practice in specific training situations.