Satisfaction and Self-Confidence of Moroccan Nursing Students in Simulation-Based Learning and Their Associations with Simulation Design Characteristics and Educational Practices.

: Nursing students must be able to enter clinical practice as safe, accurate, competent, and compassionate professionals. The aim of this study was to investigate the effectiveness of simulation training on the satisfaction and self-confidence of undergraduate nursing students. A cross-sectional and correlational study was conducted among 151 students enrolled in the third semester of nursing. Data were collected using a questionnaire comprising three instruments: SSSCL, SDS, and EPQ. Pearson's correlation analysis was used to examine the relationship between satisfaction and self-confidence. Multiple linear regression was conducted to assess the influence of simulation design and various educational practices on students' satisfaction and self-confidence. The results revealed high mean scores for satisfaction (4.41 ± 0.40) and self-confidence (4.50 ± 0.36). A moderate, significant positive correlation was found between self-confidence and satisfaction (r = 0.579, < 0.001). Furthermore, various learning methods (B = 0.112, = 0.037, 95% CI [0.007; 0.217]) and objectives/information clarity (B = 0.175, = 0.040, 95% CI [0.008; 0.342]) had a significant positive effect on satisfaction. Similarly, active learning (B = 0.146, = 0.020, 95% CI [0.023; 0.268]) and feedback (B = 0.154, = 0.035, 95% CI [0.011; 0.297]) had a significant positive effect on self-confidence. This study confirms that simulation-based training effectively boosts nursing students' satisfaction and self-confidence, supporting its integration as a key component of nursing education to better prepare them for clinical challenges.