The purpose of this study was to increase first-semester Historically Black College and University (HBCU) nursing students' simulation exposure by 50% using the ATI education platform and measure student perceptions of readiness for clinical rotations. This study addressed the research gap of simulation in beginning nursing courses and the impact on student perceptions of self-efficacy in future clinical rotations and contributes to the larger body of simulation research by answering the following questions: 1. What are student perceptions regarding simulation and clinical readiness? 2. How does exposure to simulation impact student clinical performance outcomes? 3. To what degree does student exposure to simulation, via ATI, increase student clinical pass rates? This non-equivalent, quasi-experimental, and quantitative two-year study examined first-year nursing students' perceptions of simulation and clinical readiness at a national HBCU. The survey employed referenced the International Nursing Association for Clinical Simulation and Learning (INACSL) and the National League for Nursing Jeffries Simulation Theory guidelines. Cronbach's Alpha was conducted to evaluate the reliability of the survey scale and was found to have a reliability coefficient of [alpha] = 0.88. HBCUs play a lead role in preparing skilled graduates to aid in the nursing shortage and meeting the National Academy of Medicine's (NAM) strategic plan for promoting a diverse healthcare workforce. The existing curriculum for a Nursing Fundamentals course was enhanced by increasing the integration of simulation with ATI-supported resources and implementing the survey tool. SPSS data analysis showed that 87% of students felt that simulation prepared them for clinical experiences and that students would benefit from additional simulation courses. The study suggested that simulation can increase student clinical pass rates, but further investigation on the impact on didactic learning and NCLEX pass rates is needed. [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.]