Background Nurses are expected to a greater extent provide person-centred care to older persons in their home, which is line with god och nära vård. However, nursing students may lack the necessary motivation, skills, or knowledge. To bridge the gap between theory and practice, innovative didactic strategies are crucial. Age suit simulation is a didactic strategy that involves a shift of perspective, allowing the student to "walk in the shoes of an older person". An embodied understanding of the impact of long-term health problems can expand students’ knowledge of how to provide person-centred care. Aim To illuminate nursing students’ interactions during age suit simulation from the perspective of being a blind older person and being an attendant guiding the blind person Methodology This study had a qualitative inductive design using reflexive thematic analysis and involved video footage and reflection notes among 68 students who simulated in a realistic apartment assigned the persona of either being blind or an attendant to the blind person.   Findings The findings demonstrate two distinct approaches: Students worked well together, adapted to each other’s health problems, and developed their verbal and non-verbal communication. The health problems became a significant barrier for the students causing them to become increasingly separate from each other. ConclusionThe findings can be used to raise awareness of visual impairment and being dependent on another person in daily life, as well as being an attendant with one’s own health problems. The simulations are opportunities for students develop skills in how to guide a blind person in the context of a home environment and provide useful insights into being blind. The findings can also be used to support students´ understanding of informal caregivers as well as understanding of long-term health problems as a shared experience.