Simulating care: technology-mediated learning in twenty-first century nursing education.

Problem: The increased reliance on simulation classrooms has proven successful in learning skills. Questions persist concerning the ability of technology-driven robotic devices to form and cultivate caring behaviors, or sufficiently develop interactive nurse-client communication necessary in the context of nursing.

Methods: This article examines the disconnects created by use of simulation technology in nursing education, raising the question: "Can learning of caring-as-being, be facilitated in simulation classrooms?"

Findings: We propose that unless time is spent with human beings in the earliest stages of nursing education, transpersonal caring relationships do not have space to develop.