Nursing programs across the United States (U.S.) rely upon simulation to complement or substitute for traditional clinical experiences. The purpose of this secondary analysis study is to use de-identified National Nursing Education Network (NNERN) (2015-2016) survey data of nursing students who participated in simulation to examine which selected nursing student demographic and/or education characteristics predict students' self-reports of satisfaction with simulation and confidence in nursing clinical competence. This study was guided by creating a conceptual model based on adapting the National League for Nursing (NLN) Jeffries Simulation Theory (2016). A nationally representative, convenience sample of N = 1,274 baccalaureate of science (B.S.) nursing students from 28 nursing schools from all regions of the U.S. was used in this secondary analysis. Power calculations determined that the sample size was sufficient to answer the four research questions posed in this study. Descriptive statistics, independent t-tests, and multiple linear regressions were used to analyze the data using SPSS version 24. The regression results informed that (a) confidence in clinical competence, age, ethnicity, type of baccalaureate program, stage in the nursing program, and highest non-nursing degree were predictors of satisfaction with simulation and (b) satisfaction with simulation, gender, age, stage in nursing program, and enrollment status were predictors of confidence in clinical competence. The t-tests revealed that B.S. traditional students were more satisfied and more confident than B.S. accelerated, part-time students were more confident than full-time, students in the early stage of nursing education were more satisfied but less confident than students in the late stage, and Hispanic/Latino students were more satisfied than non-Hispanic/Latino. No statistical differences were found for any race. The results of this secondary analysis are congruent with findings from studies that employed smaller samples published in the nursing literature and this dissertation adds to the existing body of knowledge. This study had more strengths than limitations, which minimized threats to internal and external validity, thus providing confidence in the reported findings. The sample size and statistical analyses employed permit generalization of findings to other B.S. nursing students in the U.S. The findings of this study can guide nurse educators in the development and application of nursing simulation experiences in light of student demographic and education characteristics. In addition, the findings have implications for practice, policy, and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]