Background:
Simulation learning in midwifery is essential to prepare students for complex situations in the delivery room, including shoulder dystocia, postpartum hemorrhage, neonatal resuscitation and postpartum infant transition support. These simulations allow students to practise critical skills in a controlled environment before applying them in real clinical situations.

Aim and objective:
The purpose of this study was to determine what students consider important in simulation-based learning, specifically in relation to the skills required to effectively perform these simulations. This understanding helps to bridge the gap between theory and practice and provides a safe alternative to learning on real patients.

Methods:
A qualitative approach was used, applying thematic analysis to student responses from assessment questionnaires during debriefing and peer assessment. These findings show how students perceive the effectiveness of the simulations in developing the required skills.

Results:
The analysis revealed two main categories: Hard Skills and Soft Skills. Hard skills emphasised achieving clinical competencies, following protocols and ensuring safe midwifery practice. Soft skills emphasised the importance of interpersonal qualities, including communication, teamwork and professional demeanour, with the themes of empathy, composure, respect and humanised care standing out.

Conclusion:
Simulation learning allows students to recognise their mistakes and take a more holistic approach to nursing, which helps them transition into clinical practice. It also promotes better stress management in high-pressure situations. Future research should explore the faculty perspective and follow up with students and trainee midwives to assess the long-term impact of simulation training on clinical practice.