Psychomotor learning is defined as learning new actions or reapplying the existing ones by modifying them. Psychomotor learning involves consistent and integrated operation of processes related to affective and cognitive functions. Individuals learn manual skills with the support of visual perception as well as exploring objects by touching. The principal learning objective in nursing education, as is the case for other occupational groups in the healthcare field, is to develop psychomotor skills [1-3]. Simulators are used to facilitate achieving this objective. The main objective of simulation is to imitate real life in a way that stimulates a realistic experience. Creating a context with a realistic situation for learning process is an important approach in achieving permanent learning. In addition to supporting individuals by providing repetition, feedback and self-control in training process, simulators also make it possible to recognise unique learning characteristics of individuals. A simulator user needs to "feel" the object that acts as the source of a particular skill acquisition. Experiences such as using different senses and different realistic situations promote individuals' curiosity, motivation and willingness to learn, which is required for meaningful learning [1]. Over the last two decades, there has been a significant increase in the use of simulation technology for instruction and assessment in professional training in the healthcare field. There are many factors increasing the use of simulation technology in medical education. These factors include adva