Nursing Competence in Simulation-Based Education: Predictors of Perceived Comprehensiveness in Colombian Undergraduate Health Programs

Background: Clinical simulation is pivotal for developing nursing competence, yet the predictors of perceived comprehensiveness among students remain underdescribed in multidisciplinary contexts. Methods: Cross-sectional study of 926 students from eight health programs at a Colombian higher-education institution. A validated questionnaire (benefits, contributions, and academic complement) was used, and the association with perceived comprehensiveness was modelled using multivariable regression. Results: 90.9% rated simulation as comprehensive. The “contributions” domain—especially reinforcement of theoretical knowledge and clinical reasoning—was the strongest predictor (adjusted effect estimate ≈ 4.59, 95% CI 2.41–8.72). Higher agreement was also observed among women, rural residents, single students, and those in advanced semesters. Comparatively lower-scoring items pointed to realism in decision-making and protected time. Conclusions: From a nursing perspective, perceived comprehensiveness depends primarily on the educational value that strengthens clinical reasoning and theory-to-practice integration—core components of competence frameworks (e.g., QSEN, Jeffries). Enhancing fidelity, decision-making scenarios, and protected time may accelerate competence attainment and promote equity among students with limited clinical exposure.