Original ArticlesLinking the Transition A Substantive Theory of High-Stakes Clinical SimulationCordeau, Mary Ann, PhD, RNAuthor Information Quinnipiac University N1-HSC, Hamden, Connecticut. Correspondence: Mary Ann Cordeau, PhD, RN, Quinnipiac University N1-HSC, 257 Mount Carmel Ave, Hamden, CT 06518 (firstname.lastname@example.org.) The author thanks Dr Cheryl Beck for her guidance and mentoring during this research study. Her dedication to knowledge development is inspirational. The author has disclosed that she has no significant relationships with, or financial interest in, any commercial companies pertaining to this article. Advances in Nursing Science: July/September 2012 - Volume 35 - Issue 3 - p E90-E102 doi: 10.1097/ANS.0b013e318262614f Buy Metrics AbstractIn Brief Clinical simulation fosters the situational transition from student to professional nurse by providing students with the opportunity to care for simulated patients. Grounded theory was used to reveal the basic social psychological problem, caring as a professional nurse, and core category, linking, of high-stakes clinical simulation for 30 nursing students enrolled in a generic bachelor of science in nursing program. Linking is the 4-stage process of managing Sim-hype, encountering barriers, integrating-the-self, and interconnecting. The relationship between linking and transitions is presented along with implications for nursing education. Grounded theory was used to reveal the basic social psychological problem, caring as a professional nurse, and core category, Linking, of high-stakes clinical simulation for thirty nursing students enrolled in generic BSN program. Linking is the four stage process of managing sim-hype, Encountering Barriers, Integrating-the-self, and Interconnecting. The relationship between Linking and Transitions is presented along with implications for nursing education. www.advancesinnursingscience.com Copyright © 2012 Wolters Kluwer Health, Inc. All rights reserved.