The present study investigates simulation-based learning in the field of healthcare from the perspectives of both healthcare facilitators and students. In the beginning, multiple research questions were set, and in the course of the study a variety of theoretical and methodological perspectives were taken into account. Drawing on this multidisciplinary research work and empirical studies, the focus of this research project was to develop a pedagogical model for simulation-based learning environments (SBLEs) to be used by healthcare education practitioners. In addition, the study examined issues that had not previously been investigated within this context, namely conceptions of teaching and learning, students expectations, and the characteristics of meaningful learning. The study contributes to the current discussion on simulation-based healthcare education, especially the question of how these environments can be used in pedagogically appropriate ways.