“…However, being competent in a specific area is complex because students must be able to integrate knowledge, skills, capabilities, attitudes and learning outcomes, all of which enable problem solving in various ‘real-life’ situations [ 3 , 4 , 5 ]. In this sense, simulation as an optimal teaching tool may help one achieve the competencies of preparing students for clinical practice, together with other teaching methods [ 6 , 7 , 8 , 9 ].…”