In the discipline of nursing education, it is very important that nursing students complete their didactic and clinical education skills in order to practice as a registered nurse. It is also very important that they prepare and study to successfully pass the National Council Licensure Examination (NCLEX) and become licensed as a registered nurse to practice in the profession of nursing. The field of simulation technology is quickly expanding, and institutions of higher nursing education are making investments in this technology. Simulation technology has become increasingly integrated into the nursing curriculum, and it possesses a great deal of potential for undergraduate nursing education. Unfortunately, this potential is both underappreciated and not fully utilized. In previous studies, simulation technology was utilized amongst undergraduate students and was shown to be very effective, and students were able to improve their clinical abilities in an environment that was safe, non-threatening, and immersive. The clinical culmination of the baccalaureate nurses' education should produce an advanced beginner (Benner, 2020). Nursing programs work to transition individuals to meet or exceed the advanced beginner level of competency upon graduating. In nursing schools across the country, the use of simulation technology has increased. Research is lacking in simulation technology on expanding the knowledge of diverse students and improving the synthesis of didactic and clinical learning related to progression and transition from the senior level to graduation and licensure. The senior level is the pinnacle of the academic nursing curriculum for students in a wide range of nursing schools. Clinicals in nursing schools are a crucial component of a student's training for a career in nursing. The following skillsets--confidence, the capacity to make connections, the capacity for critical thought, leadership abilities, and the capacity to think like a beginning nurse--are expected of nursing students at the senior undergraduate level (Benner, 2020). At this level, simulation can be essential for preparing students for providing real-world patient care. Various studies on simulation technology and academic success were evaluated, but they did not address its impact or use among students at historically black institutions and universities. In 2003, the National League of Nursing (NLN) recognized the need to reform clinical education to help meet the urgent demands in the nursing workforce. Innovative strategies that offer the nursing student a controlled and safe setting where they can apply didactic content safely are at the forefront of faculty. Simulation has been a welcomed addition and teaching strategy. Of benefit is the ability to individualize each clinical simulation scenario to meet the course objectives. This gives the nursing instructor the opportunity to hone in on areas that may be more difficult for the student to comprehend. Clinical simulation is described as "an activity or event replicating clinical practice using scenarios, high-fidelity manikins, medium-fidelity manikins, standardized patients, role playing, skills stations, and computer-based critical thinking simulations (NCSBN, 2014)." This study seeks to examine the impact of using computer simulation technology as a supplemental pedagogy to didactic instruction to improve performance predictor exam scores in baccalaureate senior nursing students at a historically black college or university (HBCU). [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.]