With the shortage of adequate clinical sites for undergraduate nursing program, many states have approved the use of simulations to replace nearly 50% of traditional clinical hours (Fey & Kardong-Edgren, 2017). Simulations are proven to enhance nursing students’ knowledge bases and skills. According to Eyikara & Baykara (2017), simulations bridge a link between theory and clinical application by presenting patient scenarios that closely mimic what could happen at the actual patient bedside. A well-constructed simulation (especially that of a high-fidelity caliber) has resulted in the improvement of nursing student levels of confidence and learner self-satisfaction as documented in numerous of research manuscripts. The overwhelming positive results associated with learner’s outcomes, simulations, and undergraduate nursing students has prompted researches to expand research into studying how to apply quality simulations to match the learner needs of graduate nursing students (Fey & Kardong-Edgren, 2017). Graduate level nursing clinical sites are also a challenge for even the most prestigious universities. If you combine this with the expansion of distance-learning nursing program you can see how simulations can prove to be beneficial to nurse educators, nursing students, and most importantly patients whose quality of care is partially dependent on the knowledge, skill, and expertise of the nurse clinician (regardless of the scope of practice).