Nurse educators are challenged with meeting the needs of students and patients. One method of educating students that is used widely across the United States is simulation. The purpose of this dissertation is to determine if participation in a repeating simulation experience has an impact on nursing students' knowledge and clinical judgment. A conceptual analysis of simulation was undertaken to clarify the definition of simulation and confirm the appropriateness of Kolb's theory and Tanner's model as the theoretical framework for the study. A quasi-experimental pre-test/post-test with comparison with norms observational study design guided by Kolb's Theory of Experiential Learning and Tanner's Model of Clinical Judgment was utilized. A knowledge exam was used to evaluation knowledge, the Lasater Clinical Judgment Rubric was used to evaluate clinical judgment, and the National League of Nursing Simulation Design Scale and the Student Satisfaction and Self-Confidence in Learning tool were used to evaluate student reactions. The repeating simulation experience has shown an increase in knowledge and clinical judgment as well as having high levels of satisfaction after participation in this twist of an accepted teaching modality. This dissertation can have implications on nursing education, educational policy, and provides conceptual clarity.