Submitted to the School of Nursing and HealthProfessions of Colorado Christian University Lakewood, Colorado in partialfulfillment of the requirements for the degree of DOCTOR OF NURSING PRACTICE Abstract: Introduction: The profession of nursing is a highly technical, complex, and ever-changing field. High-fidelity simulation is a pedagogical method that provides a psychologically safe, active learning approach that creates a meaningful experience for students to apply theory learned in the classroom into practice and improve self-confidence. Purpose: The purpose of this EBP project was to evaluate the effects of high-fidelity simulation on nursing students' self-confidence in their learning over traditional classroom lectures. Methods: An educational intervention design using a pre-, post-, and six-week post-test, carried out through a convenience sample of 28 current practical nursing students enrolled in a Southwest Oklahoma Technology Center. Data was collected using the General Self-Efficacy Scale (GSE) and the Student Satisfaction and Self-Confidence in Learning Scale (SSSLC). Results: A total of 26 participants completed the educational intervention (N=26). The results of the GSE initial compared to the post GSE and the 6-week post-GSE showed a statistical significance in self-confidence in learning after participating in the simulation intervention. The most significant statistical change was found between the mean of the initial GSE and the post 6-week GSE. (M= 29.58, SD = 4.04 to M = 33.69, SD = 5.15) indicating continued self-confidence in learning over time. No statistical significance was found between the initial SSSCL and the six-weeks post SSSCL. Conclusion: Participating in high-fidelity simulation was shown to improve student perceptions of self-confidence in their learning, with a continued perception of self-confidence in learning for a 6-week period after the intervention. Keywords: high-fidelity, high-fidelity simulation, simulation, self-confidence, simulation and perception of self-confidence, learning, nursing skills, learning and student outcomes, Johns Hopkins Evidence Based Practice Model, NLN/Jefferies Simulation theory, AGAPE model