Nursing has been a leader in online education for more than two decades. Nursing students have taken advantage of the flexible scheduling and variety of online nursing programs to pursue their education due to distance, family, or work demands; however, since the outbreak of COVID-19, nursing schools in the United States have adapted by implementing an online alternative to assess students’ clinical skills required to graduate. Nursing faculty have been forced into this new learning culture, navigating the online landscape, learning new technologies and teaching methods, and adapting to clinical social distance education. Nursing is a performance-based profession in which the clinical learning environment plays an important role in developing skills and professional abilities. The purpose of this evidence-based teaching project is to, based on National League for Nursing (NLN), not only contribute to improvement but ensure educational quality for undergraduate nursing students by examining how online simulation compared to clinical experience with an actual patient, affects nurses’ clinical competence. Therefore, after reviewing 14 peer-reviewed articles, evidence shows benefits for undergraduate nursing students to retain better clinical competence when virtual simulation and clinical sites are combined; however, further research is recommended. Articles were selected as the evidence base for this project, following specific inclusion criteria. Inclusion criteria for evidence were articles within six years, including undergraduate nurse students with online clinical education; the exclusion criteria were studies including graduate nurse students and articles older than six years. Based on the project’s outcome, it is suggested that a nurse residency should follow online simulations to complete clinical hours.