Characteristics transferred into simulation-based learning of nursing programs Cristine Hermann Nodari, Daiane Riva de Almeida, Fabiano de Lima Nunes, Jefferson Dobner Sordi and Marta Bez Universidade FEEVALE - Campus II, Novo Hamburgo, Brazil Abstract Purpose – The purpose of this research is to relate the characteristics transferred from teaching into simulation-based learning in nursing by highlighting how they are presented and, thus, focus on more assertive pedagogical actions in higher education. Design/methodology/approach – The research was performed in the Brazilian context through a survey, and the data were analyzed by the structural equation modeling. Findings – The results show meaningful relationships for the four factors that are impacted by simulation- based learning: clinical reasoning for decision-making, patient safety, self-confidence and knowledge. Practical implications – This research identified the importance of simulation as an alternative to improving the teaching–learning process, and it can contribute to structuring the nursing program curriculum and other training zones, by enabling the inclusion of new methodological modalities. Originality/value – The simulation strategy becomes a differential tool in the integration between theory and practice, especially in the nursing program, and promotes teamwork, leadership and communication, self-confidence, critical thinking, clinical reasoning, priority management, decision-taking and conflict management. Keywords Learning, Nursing, Students, Educational technology, Simulation, Transferred characteristics Paper type Research paper Introduction Simulation searches for the expansion of real experiences into guided experiences, which focus on and copy aspects of real assistance interactively, favoring the development of ethical and technical aspects and professional competency, by developing efficient aspects of management and leadership in a real environment (Quilici et al., 2015). The simulation strategy comes out relevantly as it favors the creation of competencies and the development of critical reasoning, as well as the taking of efficient and safe decisions, which improves the independent position in relation to the teaching–learning process and becomes a differentiated tool in the integration between theory and practice (Agrawal et al., 2016; Nikendei et al., 2016). The United States’ National Council of State Boards on Nursing suggested that simulation can be effectively adopted to replace up to 50% of traditional clinical practices (Hayden et al., 2014). With the curricular reform in nursing programs in Brazil from 2001 (Brasil, 2001), simulation-based learning (SBL) started to be gradually and asymmetrically included. Regional initiatives located at Brazilian urban centers with easy access to technological resources boosted this reality and, thus, the dissemination of practical results that come from adopting this approach with the development of (1) experiential learning and leadership (Costa et al., 2015); (2) motivation (Quilici et al., 2015); (3) bioethics and safety (Costa et al., 2017) and (4) diagnostic reasoning (Jer^ onimo et al., 2018), among others. However, it is noted that few researchers have dedicated time to integrating the characteristics developed holistically in the professional training from SBL. With a whole perspective view proposed by this research, actions for the development and improvement of Simulation- based learning of nursing programs The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/2042-3896.htm Received 10 July 2019 Revised 2 December 2019 9 February 2020 19 March 2020 Accepted 15 April 2020 Higher Education, Skills and Work-Based Learning © Emerald Publishing Limited 2042-3896 DOI 10.1108/HESWBL-07-2019-0090