Quality practice education is an essential component of the programme of study for occupational therapy students, assisting in their development of profession‐specific competencies and graduate attributes. The landscape of practice education is undoubtedly changing as the profession accommodates increasing student numbers, and responds with innovative models of supervision and practice education opportunities. In this context, the recommendation that up to 200 hours of practice education could be delivered using simulation or standardised patients (Rodger, Bennett, Fitzgerald & Neads, 2010) was welcome. It is human nature to be cautious of something that is new or different to what we have ourselves experienced. So although the recommendation has been implemented in most occupational therapy programmes across Australia, there remain mixed responses within the professional community to this innovation. The inclusion of simulation and standardised patients in the early years of the programme provides a controlled and high‐quality experience for students to develop and refine key professional skills and competencies. It is important that we continue to demonstrate how all practice education experiences meet expected professional standards.