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Simulation training that started with low realistic models in health education has developed in recent years and is now widely used in medicine and nursing education. The purpose of the present research is to compare nursing students' knowledge, skills, stress and anxiety during pediatric practices and to determine the students' satisfaction and confidence levels related to the use of simulation. Materials and Methods: This randomized controlled study was conducted with 57 "third-year" students. The students were assigned to experimental (n=23) and control (n=34) groups. To collect the study data, a Student Information Form, Student's Satisfaction and Self-Confidence in Learning scale, Simulation Design scale, Educational Practices Questionnaire, Clinical Stress Questionnaire, State-Trait Anxiety Inventory, Nursing Care Knowledge Assessment Form for Children Suffering a Respiratory disease and Nursing Care Skill Assessment Form for Children Suffering a Respiratory disease were used. While the students in the experimental group had simulation training about Nursing Care of Child Suffering a Respiratory disease, the students in the control group were trained with traditional education methods. The students in both groups were observed while they gave care in the hospital environment. Results: Clinical stress, state-trait anxiety and clinical skill scores of the students in the experimental group were higher than the control group. Simulation training contributed to the development of their self-confidence positively. Conclusion: In this study, the simulation training was beneficial, and students' clinical application skill achievements improved.

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The target audience of the journal includes nurses, academicians, clinical researchers, medical/health professionals, students, nursing professionals and related professional and academic bodies and institutions.