Nursing practice is confronted with critical situations such as: the reception of patients with a serious vital prognosis in the emergency operating room or the resuscitation of cardio-respiratory arrest, as well as the management of post-partum haemorrhage. Under these conditions, inter-professional interactions affect care. And when the quality of these so-called non-technical skills is deficient, the damage can lead to death. The aim of this study is to assess the impact of simulation on the development of non-technical skills in student nurses at ISPITS-FES Morocco. A prospective, quasi-experimental monocentric study involving 52 student nurse anesthetists from 2 different semesters. 15 days prior to the experiment, the population was pre-observed at the training site, using the TEAM grid. The study began with the distribution of 3 pre-tests on the following topics: Reception in the emergency operating room, cardiopulmonary arrest and post-partum hemorrhage. They then attended 3 theory classes. They then took part in a formative simulation session comprising 3 scenarios. Afterwards, a questionnaire was administered to assess satisfaction, followed by 3 post-tests of theoretical knowledge. And 2 months later, a post-observation of student behavior. The results showed a significant impact of the simulation on the degree of satisfaction, as follows thus improving behavior. However, knowledge retention was not significant in the post-test. The development of non-technical skills is crucial, hence the interest of simulation in health sciences training programs.