Aim: This study was conducted to evaluate the effect of two different simulation modalities used in environmental safety teaching for stroke patients on self-confidence, satisfaction, knowledge scores and stress perception in nursing students.

Material and Methods: The study design was randomized controlled, pre-post-test, mixed-method design. Sixty-two students participated in the study. The students practicing with mannequin formed the control group and those practicing with the standardized patient formed the experimental group (mannequin group: n=31 and standardized patient group: n=31).

Results: Satisfaction and self-confidence scores of the students in standardized patient group were higher than the mannequin group and the difference was statistically significant (p=0.01; p=0.04). No significant difference was found between pre-test and post-test scores between the two groups in terms of knowledge levels (p> 0.05). However, in-group comparison, there was a significant difference between the pre and post-test scores of the students in the mannequin group. Stress perceptions of the students were analyzed under two main themes: sources of stress and stress management.

Conclusions: Standardized patient simulation increases the satisfaction and self-confidence of the students. However, it was found that both simulation modalities did not make a difference in terms of students’ knowledge level. It was determined that usage of simulation in environmental safety teaching for stroke patients was found to cause stress in students, but being well organized was effective in stress management.