Introduction:
Simulation-based education (SBE) bridges the gap between theory and clinical practice; and ensures patients’ safety (Ntlokonkulu et al., 2018; Tjoflåt et al., 2017; WHO, 2013). Resources for implementing SBE in low-income countries are a big challenge compared to high-income countries (Tjoflåt et al.2017). African training institutions, including Kilimanjaro Christian Medical University College (KCMUCo), face inadequate infrastructure (simulation laboratory) and resources (staffing, competence among lectures/ clinical instructors in SBE, equipment and training manuals) to implement SBE. The University and NORHED II project mobilized resources to train lecturers and clinical instructors to utilize the knowledge gained to improve clinical practice among students and nurses.

Material and Methods:
The project digitally trained 11 Trainers of Trainees at the University who trained 60 clinical instructors supervising student nurses. The approach was adopted at the University, though challenges were in the clinical area because the environment needed more support.

Results:
The trained staff followed up as some were reluctant of the traditional methods as opposed to the new approach of SBE. Upon evaluation, the teams initiated SBE and teach-back sessions utilising the available resources. This influenced lecturers, clinical instructors, and students to promote competencies to all groups while working in skill laboratory and clinical areas. The SBE and teach-back session promoted a conducive environment for teaching and learning for trainees.

Conclusions:
Limited resources and technology should not be a barrier to producing a skilled workforce. Using SBE promotes competence in students utilizing low-fidelity manikins and standardized patients. This minimized novice errors and promoted patient safety, thus building trust among healthcare workers and patients.