Abstract
Objectives This study was attempted to compare the effects of nursing knowledge, clinical performance competence, practice satisfaction, and confidence in simulation practice education and clinical practice education for nursing high risk pregnant women.
 Methods A non-equivalent control group post-hoc design was conducted. For the experimental group, simulation training for ‘high-risk pregnant nursing intervention’ was applied, and for the control group, clinical practice for ‘nursing for high-risk pregnant women’ was applied. Data collection was conducted from March 22 to June 5, 2022, and 52 people in the experimental group and 44 people in the control group were analyzed using the SPSS 25.0 program. The general characteristics of the subjects were frequency, percentage, mean, and standard deviation, the homogeneity was verified by the Chi-sqiare test, and the effects of the experimental and control groups were tested by the independent t-test.
 Results Nursing knowledge (t=-0.472, p=.638) and clinical performance (t=1.104, p=.273) did not show a statistically significant difference between the simulation and clinical practice groups. However, practical satisfaction (t=2.375, p=.020) and confidence (t=2.700, p=.008) showed statistically significant results in the simulation practice group.
 Conclusions Simulation practice for nursing high-risk pregnant women is an effective teaching and learning strategy that can supplement or replace nursing students' clinical practice.
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