Successful cardiopulmonary resuscitation is the first step in bringing someone back to life after a cardiac arrest. Successful cardiopulmonary resuscitation at the site by health team members has a role in lowering fatality rates caused by cardiac arrest. simulation experiences that are extremely realistic and provide a high level of interactivity and realism for the learner, and can apply to any mode or method of simulation.

Objectives:To assess mean pre-test knowledge score of GNM nursing students regardingcardiac life support competencies.To assess mean pre-test skill score regarding cardiac life support among GNM nursing students.to determine the effectiveness of simulation and its role in improving cardiac life support competencies among GNM nursing students.To determine the effectiveness of skill scores simulation and its role in improving cardiac life support competencies among GNM nursing students.To find out association between pre-test knowledge score with selected demographic variables.

Research Methodology: Quantative research will be used. A Pre-experimental research design were used. Independent variable is thesimulation competencies. Dependent Variable is the clinical competence of GNM nursing students on cardiac life support. Extraneous variables includes the demographic characteristics of the subjects namely age, sex, year of study, exposure to information, sources of information. The setting chosen for the study was fundamental lab of Kerala nursing college. target population for this study was the nursing students from nursing college in Indore. Convenience sampling used. Sample of this study consisted of.: 60 nursing students. Structured opinionnaire and observational checklistwas used.

Result: The total number of GNM nursing students was 60, with 56.7 percent being female and a mean age of 22.2 years. Following BLS, simulation all four categories of self-efficacy showed improvements: recognition, debriefing, recording, reacting and rescuing, and reporting. (t (59) = 26.80, p < 0.001, CI [29.32, 34.05]). After receiving CLS simulation, the post-intervention skill for the same group dramatically rose from 32.83 (SD = 15.35) to 54.58 (SD = 8.540) for emotion, 6.72 (SD = 2.44) to 10.40 (SD = 1.40) for behaviour, and 7.03 (SD = 2.03) to 10.33 (SD = 1.42). After simulation, knowledge from 3.53 (SD = 0.3) to 2.14 (SD = 0.65), which was statistically significant (t(59) = 16.68, p < 0.001, 95% CI [1.22 to 1.55]. Female students (M = 73.18), those who saw a real resuscitation (M = 71.16), and those who were happy with their nursing major (M = 72.17) showed substantially better self-efficacy scores after simulation.