Simulation-Based Learning (SBL) is an innovative educational learning method that utilizes virtual simulation technology to enhance the learning experience, especially in high-risk fields such as the world of Health. SBL allows nursing students to be actively involved, and face situations designed to resemble situations in clinical practice. This method triggers critical thinking, problem solving, and decision making based on realistic clinical experiences in a controlled environment. The aim of this study was to determine the impact of SBL on critical thinking (CT) skills and clinical decision making (CDM) of nursing students. This scoping review uses the thematic analysis method: a simplified approach. The main strategy for searching articles used four free full-text databases, namely PubMed, ScienceDirect (Elsevier), CINAHL, and WILEY using the keywords "Simulation based learning, Critical thinking, Clinical Decision Making, Nursing students, Nursing education". Using hand searching techniques with Boolean operators "AND" and “OR” and “NOT” and MeSH Terms. Data analysis using PRISMA flow diagram. Critical appraisal tool for the article using QuADS Appraisal Tool. Based on the analysis of 8 articles that met the inclusion criteria, this study identifies that SBL is effective in enhancing CT and CDM in nursing education. SBL in nursing education utilizes various methods such as high/medium-fidelity mannequins, standardized patients, and virtual simulation, which significantly improve students' critical thinking and clinical decision-making skills, although effectiveness varies depending on the simulation type and measurement tools used. SBL has proven to be an effective method for developing CT and CDM in nursing students, particularly through High- Fidelity Simulation (HFS) and Standardized Patient (SP) Simulation. However, the implementation of virtual technology requires refinement to enhance active engagement. Further research is recommended to evaluate long-term skill retention.