Aim: This study aims to evaluate the effect of scenario-based high-fidelity simulation training on students' intravenous catheterization skills and anxiety levels.

Material and Methods: The research was planned and conducted as quasi-experimental. The population and sample of the study consisted of 48 first-grade nursing students. A questionnaire containing the descriptive characteristics of the students, "State-Trait Anxiety Scale" and "Intravenous Catheterization Skill Checklist" were used to collect the data. A simulator capable of simulating the human body was used in a room equipped as a patient room for training in the simulation laboratory.

Results: 81.2% of the students participating in the study are women, and 95.8% are high school graduates. The difference between the scores of the students from the intravenous catheterization skill checklist after the demonstration training and after the scenario-based high-fidelity simulation training was statistically significant (p<0.05). The difference between the students' state and trait anxiety scores before and after the demonstration training and before the demonstration training and after the simulation training was significant (p<0.05). The difference between the anxiety levels after the demonstration training and after the simulation training was not significant (p>0.05).

Conclusion: The use of scenario-based high-fidelity simulation method in the education of nursing students positively affected their intravenous catheterization skills, but did not affect their anxiety levels.