This report presents a quasi-experimental study examining the impact of a pedagogical intervention on nursing students' knowledge acquisition in simulation-based learning (SBL). The study compares theoretical knowledge among two groups of students before and after the implementation of an intervention that includes a knowledge test, video recording of performance, and a structured observation form. The results indicate that the intervention group demonstrated significantly higher scores on a post-simulation knowledge test, particularly in areas of symptom and pathophysiology knowledge. The study concludes that enhancing learning prerequisites and strengthening debriefing processes can improve nursing students' theoretical understanding of patient deterioration within SBL environments. The research draws upon the First2Act model and experiential learning theory to provide a structured approach to improving simulation outcomes in nursing education.
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