Perceptions and Effectiveness of Simulation-Based Learning in Nursing Education: A Systematic Review

Abstract Background: Simulation-based learning (SBL) has increasingly been used in nursing education to enhance clinical competence. Understanding nursing students’ and educators’ perceptions alongside the educational effectiveness of SBL is crucial for optimizing its use. Objective: To systematically review the literature on the perceptions of nursing students and faculty regarding SBL and its impact on learning outcomes including knowledge, clinical skills, and attitudes. Methods: A systematic search of PubMed, CINAHL, Scopus, and Web of Science was conducted for studies published between 2010 and 2024. Studies reporting perceptions or evaluating learning outcomes of SBL in nursing education were included. Data were synthesized narratively. Results: 40 studies met inclusion criteria, including qualitative, quantitative, and mixed-methods research. Overall, nursing students and educators perceived SBL positively, citing increased confidence, engagement, and preparedness. Empirical studies reported improvements in knowledge, clinical skills, and attitudes, especially with high-fidelity simulation. Challenges included resource demands and anxiety during simulation. Conclusion: SBL is perceived as a valuable educational strategy by nursing students and faculty and effectively enhances learning outcomes. Addressing implementation barriers can further optimize its integration into nursing curricula.