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experiences are an example of a valuable learning strategy that has the potential to prepare the students to deal with this unpredictable challenges and needs. Simulation is defined in 2005 by the National Council of State Boards of Nursing (NCSBN)as a learning method that learners demonstrated competencies, critical thinking, decision-making and through roleplaying or use of devices in an imitated real clinical environment in a fully interactive way (NCSBN, 2005).There are several advantages mentioned in the literature about using simulation in teaching undergraduate nursing students. Some of these advantages are to increase the nursing student’s ability to manage a simulated situation when it actually occurs in the real life and to help the students to gain and improve their skills in a safe, non-threatening environment (Hovancsek, 2007). Also, simulation can teach the students how take care of the patients in any setting, such as an intensive care unit or emergency department, where students may have limited access and experience (Van Sell et al., 2006). In addition, simulation can give the chance to the students to know how to deal with rare conditions that many nursing students will not experience prior to graduation (Jeffries, 2007). Using simulation as a teaching strategy also increases learners' satisfaction with learning (Omar, 2016; Alfes, 2011; Blum et al., 2010; Mould et al., 2011; Prescott and Garside, 2009), improves the students’ critical thinking skills, knowledge level, and clinical performance (Omar, 2016; Sullivan-Mann, 2009; Bearnson & Wiker, 2005; Liaw et al., 2011) Pediatric nursing students are providing care for the pediatric patients within the context of their families. Safety is a priority when dealing with this vulnerable groups of population. For the majority of these students, this is their first encounter with a pediatric patients so they had no or minimal experience in providing developmentally appropriate care for a pediatric patient. Simulation has the potential to enhance pediatric nursing education and safeguard the patient’s safety. Bultas (2011) incorporating simulations into the pediatric student’s clinical experience. The study suggested that incorporating simulation in the pediatric students rotation was beneficial and made the students better prepared to the experience and broadened their overall clinical experiences in a short time. In addition, simulations also provide opportunities for pediatric nursing students to engage in clinical situations that might not be faced in the clinical setting such as caring for critically ill children, Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.11, 2017 96 administering hazardous medications, and interacting and communicating with families in sensitive situations (Bultas, 2011).Another advantages of simulation for the pediatric nursing students is too help the students to learn prioritization. Richard (2009) integrated a high fidelity simulated clinical experience into a pediatric nursing course. Students’ comments in debriefing reflected an overall positive experience with simulation and recognized simulation as a great way for learning prioritization. Self-efficacy, confidence and satisfaction Self-efficacy is defined by Bandura (1994) as the belief in one’s ability to do the actions required to reach a specific goal and to manage prospective situations. Success build a good self-efficacy, while failure undermine it. There are several methods mentioned in the literature that enhance the nursing student’s self-efficacy and simulation is one of them (Dunn, Osborne, & Link, 2014; Kuznar, 2009; Ruiz, Smith, van Zuilen, Williams, & Mintzer, 2006). Several nursing studies show an increase in self-efficacy in nursing students after participating in high-fidelity human patient simulation (HPS) (Lin, 2016; Khalaila, 2013; Beyea, von Reyn, & Slattery, 2007; Bantz et al., 2007; Bremner et al., 2006; Eaves & Flagg, 2001; Henneman & Cunningham, 2005; Kuznar, 2007; Lasater, 2007; Leigh, 2008; Reilly & Spratt, 2007; Schoening et al., 2006; Alinear , Gordon, Hunt, 2004). Dunn, Osborne, and Link (2014) study explored the effect of High Fidelity Simulation (HFS) training on baccalaureate nursing students’ sense of efficacy for both patients’ physical care and communication. They noted a significant increase in post-test nurse efficacy for patient communication and physical patient care. More recently, Linn (2016) examined the effectiveness of simulation-based learning on the fundamental of nursing student’s self-efficacy and performance. One group pretest-posttest design was used. The results reveled a significant relationship between students’ self-efficacy, anxiety level and their nursing competencies performance. Also higher self-efficacy associated with lower anxiety levels towards nursing skills assessment. When studying self-efficacy Bandura (2006) suggested measuring self-efficacy in degrees of confidence, because of this suggestion, self-efficacy is reported by some researchers as level of confidence. Nursing students were found to have lack of confidence and high anxiety level when working with a real patient in the clinical setting (White, 2009). HFS provides an opportunity for nursing students to practice nursing skills in a safe environment helps to improve the sense of confidence and ultimately eliminate the sense of fear and anxiety (Bandura,
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