Questions surrounding assessment in simulated conditions are at the origin of this action research, conducted at the Institute of Nursing Education in Chambery, France. Indeed, the differences in the assessment procedures between units that require this kind of validation and the disappointing rate of success in examinations in simulated situations have led trainers to raise the following question: “How can these assessments be meaningful and consistent with the goal of training (help to become autonomous and reflexive/ practitioners)?” This issue was addressed with concepts such as socioconstructivism, simulation in health, assessment, and ethical principles. The change of practices has been the application of the principles of “educative” assessment according to G. Nunziatti which strongly involves the students in the assessment’s process. In order to evaluate the impact of these changes of practices, an anonymous online survey was offered to all students who benefited from this kind of assessment. The results between two classes of students who had different evaluation procedures have also been compared. The objectives were, after the implementation of this new kind of evaluation, to assess the students’ satisfaction, to compare the failure rate at the tests in simulated conditions and to verify the compliance with ethical principles. This study has shown the students’ satisfaction about these new forms of assessment in simulated conditions, an increased success rate in the tests and the applicability of the ethical principles with this way of proceeding. However, the principles of justice and non-maleficence are difficult to implement. Nevertheless, this critical thinking on the procedures of assessment in simulated conditions has helped to change the practices and the assessment design of the teachers.