Objective: Nurses, who are the largest group of committed health personnel, should be prepared to respond in a disaster. This study evaluated the effectiveness of a course to prepare undergraduate nursing students for disaster response. Methods: The course included a three-hour workshop providing overviews of disaster nursing, a one-hour case study on triage, and a three-hour disaster training with six simulation skill stations among 120 third-year nursing students. To measure education practice, simulation design, and outcomes embedded in the Jeffries' framework, three 5-point Likert self-evaluation scales designed by the National League for Nursing (NLN) were used. In addition, facilitators' observation of student performance skills, two group interviews and one feedback questionnaire were utilized. Results: Of the three self-evaluation scales, the Simulation Design Scale and Educational Practices in Simulation Scale indicated that the simulation design was effective and promoted students' learning practices. The Satisfaction and Self-Confidence Scale demonstrated satisfaction with current learning (4.39±0.46) and self-confidence in learning (4.27±0.53). Facilitator observation and group interviews revealed that most students need more time to prepare and practice for the disaster nursing training. Conclusions: The study indicated that students were interested in the disaster nursing training and satisfied with the diverse teaching methods and the motivating teaching materials used in the simulation. Simulation as a teaching strategy was an effective approach to improve teamwork , active learning, problem-solving, satisfaction level and self-confidence during the disaster nursing training. Nurse educators should provide disaster training programs for nursing undergraduates to prepare them for an active role in disaster response.