Simulation-based education (SBE) is a rapidly developing specialty in the clinical education of nursing students and healthcare professionals (Harder, 2009; Motola, Devine, Chung, Sullivan, & Issenberg, 2013). Advances in simulation technology and instructional design allow students to perform a range of clinical tasks in a simulated environment that mimics reality, but without posing risk to actual patients (Khan, Pattison, & Sherwood, 2011; McGaghie, 2010). These range from skill-based procedures using part-task trainers (anatomical models; e.g., an arm) to role-playing in large-scale simulated clinical events (Decker et al., 2008). Such scenarios require students to practice psychomotor skills and make reasoned decisions regarding patient assessment and management (Lasater, 2007). A key feature of education using simulation is that it allows students to consolidate their learning by applying their knowledge to skills-based practice (Kardong-Edgren, Starkweather, & Ward, 2008; Lewis, Strachan, & McKenzie Smith, 2012). We describe nursing students' participation in laboratory and web-based simulation training. Simulation parameters vary depending on the choice of subject and the level of fidelity or the degree to which it aims to match reality (G. Alinier, Hunt, B., Gordon, R. & Harwood, C., 2006). Will using realistic high-fidelity computerized mannequins or real actors as patients in ward-like environments be preferable? Technological advances have enabled alternatives: the development of computer-based education (CBE) programs with different levels of fidelity. One form is a case-based CBE incorporating video of a real human patient (Bowden, Rowlands, Buckwell, & Abbott, 2013). In another study in medicine, interactive linear computer case-based simulations ...... middle of paper ...... performed using on-screen simulations or laboratory skills teaching (Durmaz, Dicle, Cakan, & Cakir, 2012). No differences were found in students' post-educational knowledge or clinical decision-making, indicating that both teaching strategies were appropriate. Other primary studies have confirmed the effectiveness of on-screen simulation compared to traditional teaching (Mosalanejad et al., 2012; Ozturk & Dinç, 2012?). Additionally, a meta-analysis found that web-based education was just as effective as traditional classroom instruction in teaching procedural knowledge and meeting learner expectations (Sitzmann, Kraiger, Stewart, & Wisher, 2006) . Thus, we can conclude that the use of virtual systems, especially with interactive media, is at least as effective as other simulation teaching methods. LB and CB simulations are appropriate strategies for teaching.