The ability of high-fidelity simulation to create contextually meaningful experiences that can promote psychomotor skill development, clinical decision making, and emotional engagement to improve healthcare professional practice makes it a valuable learning tool. Using simulation with intentionality to produce targeted outcomes from the learning experience is imperative given the time and resource intensity of this methodology. Educational theory helps achieve this goal by providing the rationale and frameworks of practice that are necessary to produce standardized outcomes. This chapter reviews some of the foundational and more commonplace educational theories related to simulation practice. It is not intended as a comprehensive literature review, nor is it an attempt to integrate existing theories to develop a grand theory of learning through simulation. Rather, the intent is to provide access to relevant bits of theory to encourage simulation educators to use in practice. © 2015 Society for Simulation in Healthcare (SSH). All rights reserved.
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