This research study addressed BSN student competency in administering intramuscular injections with and without simulation training, and ability to transfer the skill from learning laboratory to patient care. There is a dearth of empirical evidence supporting simulation in psychomotor skill learning and transfer of these skills to patient care. A two-group repeated measures pretest/posttest design with three measurement times was used. Scenario-based simulation served as the intervention. All subjects were posttested in the learning laboratory and clinical settings. The experimental group had higher adjusted means at both posttesting times, though these results were not statistically significant.