The term ‘clinical simulation’ can be broadly defined as the use of instruments, devices and / or environments to mimic a particular aspect of clinical care. Clinical simulation is a way for a simulation center to reproduce real-world healthcare scenarios in an environment that is safe for educational and experimental purposes. For example, through experience in clinical simulation, learners are able to challenge themselves to properly treat clinical scenarios in real life while receiving instruction in the classroom. In addition, such a wide range of easily accessible learning opportunities provides the freedom to make mistakes and learn from them. The clinically simulated learning environment is easily accessible and adaptable, which contributes to the usefulness of the tool in clinics. In addition, audio-video recorders allow learners to review their results or review their work by an experienced professional. Virtual reality applications also offer new opportunities to develop immersive clinical experiences, and many software packages are available that run on a variety of platforms. Clinical simulation can be divided into three main areas: Preliminary instruction – students are provided with information about a situation with a patient. A review of the standards may be included. Simulation scenario – Cases with specific learning outcomes, which can be reproduced in a simulation laboratory with a simulator of a patient with high fidelity or participants. Students who take on different roles in healthcare should respond to the scenario as if caring for a living patient. Additional learners can watch and listen either through a one-way mirror or remotely through a live Debriefing video – learners review and reflect on their actions during the simulation / scenario, identify what went well and not so well (also known as gaps). in practice) and ways to improve future efficiency. Parsing information is a key component of simulation education, in which learners consider themselves to be their own behavior, learn from experience, change future behavior, and become better health care practitioners. The greater the similarity (fidelity) of the scenario and the simulation laboratory with real life, the greater the likelihood that learners will cease reality and behave as if they were in a real clinical situation.