Abstract : Simulation-Based Training is a novel methodology in education, providing students with outstanding opportunity to gain information and proficiently apply their learning in nursing care environments. The study aimed to evaluate the effect of simulation-based training on the learning achievements and self-confidence of maternity nursing students. The study was performed in the simulation laboratory of Dar Al-Uloom University. During the second semester of the 2024–2025 academic year, fifty nursing students participating in a maternity nursing course were allocated to either a simulation group or a control group within a quasi-experimental framework. A self-administered questionnaire, an observational checklist for electronic fetal monitoring, and a student satisfaction and self-confidence learning scale were utilized for data collection. The findings demonstrated a statistically significant enhancement in students' understanding of electronic fetal monitoring following the intervention, with the simulation group achieving a score of 18.80±1.98, in contrast to the control group's score of 13.20±1.78, P<0.001. A significant difference was seen between the simulation group, which exhibited a mean of 30.24 ± 2.28, and the control group, with a mean of 17.40 ± 2.84, concerning students' utilization of electronic fetal monitoring. High significant difference was noted in favor of the simulation group for total scores for satisfaction and self-confidence, measured at 21.84 ± 1.72 and 35.92 ± 1.61, respectively. The study concluded that using simulation-based training has a positive significant effect on learning achievement, and self-confidence of nursing students. Incorporating simulation-based training within the maternity nursing curriculum is recommended.