Objectives The purpose of this study is to investigate the difference between stress, problem-solving ability, and goal commitment of nursing students before and after simulation education. Methods For this purpose, a total of 100 students were selected as 3rd year nursing students enrolled in M University located in K province, and a total of 94 students were analyzed excluding 6 incomplete questionnaires. The collected data were analyzed using the R Commander (version 3.5.0) program, and the general characteristics of subjects were analyzed by frequency, stress before and after simulation practice, goal immersion, and differences in problem-solving ability were analyzed by paired t-test, academic performance. Simple linear regression analysis was performed to examine the relationship between stress before and after simulation practice and the effect of stress score on learning immersion and problem solving ability before and after simulation practice. Results In this study, the average stress level before simulation training was 6.54, and after training, it was lowered to 5.84, which was statistically significant (p=.004). However, goal commitment and problem-solving ability were not statistically significant. Conclusion Recently, clinical practice of nursing students has become more difficult due to the improvement of patients' awareness and the situation of infectious diseases in medical institutions, and simulation practice is most often mentioned as an alternative. Therefore, it is meaningful that the results of this study can contribute to verifying the effect of simulation practice and providing more systematic simulation practice education.