Satir, Duygu GulecAtan, Senay UnsalKavlak, OyaErtem, GulSezer, HaleKazankaya, FigenTetik, Sumeyye2025-03-202025-03-2020241876-13991876-1402https://doi.org/10.1016/j.ecns.2024.101649https://hdl.handle.net/20.500.14034/2455Background: Nursing education should be adjusted to align with national health priorities. In this study, we examined how simulation-based education impacted nursing students' knowledge, skills, and approaches to natural childbirth, as well as their self-confidence, perceptions of positive birth, and educational satisfaction. Methods: A total of 56 undergraduate nursing students were enrolled in this comparative, quasi-experimental, pre- and post-test designed study and were randomly assigned to a hybrid simulation (HS) or a video-model (VM) group. Results: Students in the HS group had significantly higher natural childbirth skill levels and positive perceptions than those in the VM group (p < .05). Natural birth knowledge levels significantly increased in both groups (p < .05). No significant differences in nursing students' self-confidence and satisfaction levels were found between the two groups (p > .05). Conclusion: HS improved nursing students' natural birth approach skills and positively affected their perceptions. Simulation-based education may enhance maternity care practice. Simulation scenarios should be integrated into the nursing curriculum to provide comprehensive support for positive birth experiences. ClinicalTrials.gov Identifier: NCT06241443eninfo:eu-repo/semantics/closedAccessBirth careChildbirthNatural birthNursing educationNursing studentSimulationArticle10.1016/j.ecns.2024.10164997Q1WOS:0013644178000012-s2.0-85209663873Q1