Background: The paper reports findings of a study examining how the construction of simulated spaces influences undergraduate nursing students’ preparedness for practice.

Methods: A descriptive exploratory design comprising field observation, group interviews and focus groups elicited data which was analysed thematically.

Results: The construction of simulation space influences how students respond to clinical contexts by highlighting tacitly held values, strengthening critical thinking and promoting confidence.

Conclusions: Simulation space is a physical reflection of the dominant values underpinning nursing curricula. Its design and construction can enhance students’ preparedness for practice and is a critical feature of contemporary nurse education curricula.