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‪Since 2009, the French Department of Health has promoted the use of simulation in nursing studies. Even though we have been using this activity for more than 10 years, it remains complex. This study focuses on the use of simulation in teaching practice. Our aim is also to provide an analysis of how simulation is used, in order to help teachers train students in this activity. We began by conducting five investigations. This enabled us to identify several critical moments in simulations. This research then led to conceptual structures. We present here the most emblematic of these: the moment when the trainer has to address the possibility that the student might make a mistake. This structure illustrates and helps new teachers to understand the full complexity of healthcare simulations.‪