![]() It is used for applying structured learning experiences (e.g., venipuncture, patient resuscitation) based on a certain action protocol, and for enhancing the team spirit and spirit of cooperation, mostly in countries with limited educational resources ( 16, 17). This technique rebuilds a skill or clinical experience, in full or in part, without exposing the patients to any risk whatsoever ( 14, 15). Simulation-based education and learning is an answer to the mainly theoretical training of students to date and helps them to develop knowledge, skills and attitudes, while creating a sense of security both for the patient and for the healthcare professional ( 13). Through this technique, students experience an actual hospital setting and interact in it, thus significantly reducing the probability of errors in the performance of their duties ( 4, 12). ![]() Simulation constitutes a teaching and training technique for healthcare professionals aiming at the substantial understanding, enhancement and dissemination of knowledge, skills and attitudes of healthcare professionals at all levels. An increase in the use of simulation is due to the lack of clinical structures for student training, lack of professors, and also due to the increased quality of training provided through this method ( 11). The students are able to put everything they have been taught into practice, cope with any difficulties and problems, and even make mistakes without causing damage, and all that in a safe environment, without any risk whatsoever for patients ( 9, 10). Simulation enables students to work in an environment closely resembling that of a hospital and helps them to gain healthcare and nursing experiences, even before they start working as professionals. In nursing science, simulation is used for teaching theoretical and clinical skills, while focusing on the promotion of the critical thinking of students ( 7, 8). It is a teaching method where, following a certain scenario, students experience the actual dimensions of their future professional roles, which helps them to be more quickly integrated into the workforce of the healthcare sector ( 5, 6) ![]() It is a technique for replacing or completing real-life experiences with guided experiences, which area faithful imitation of the real world in a fully interactive way ( 4). Simulation is defined as “the process by which we are trying to achieve results approximating clinical practice as closely as possible”. A teaching technique contributing to this direction is simulation. This is achieved through real knowledge and understanding of healthcare science, where nursing theory is harmoniously combined with practical skills. The distance created between theory and practice complicates the learning process and the lack of understanding of nursing terms and concepts affects the professional integration of a student ( 3). Nursing students encounter difficulties in the practical implementation of theoretical knowledge and this is a problem seen on an international scale ( 1, 2). One of the major problems of nursing education is the lack of coordination between theory and practice.
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