Background: Hemodialysis remains the most frequently used renal replacement modality across the globe. Vascular access needed to provide hemodialysis falls under two main categories that are short term and long term. Tunneled, cuffed central venous catheters are used extensively throughout the hemodialysis patient population as permanent arteriovenous access. Objective: The objective of the study was to assess the effect of simulation-based learning as an effective learning strategy on knowledge and practices regarding hemodialysis catheter exit site care among dialysis technician students. Materials and methods: Quantitative pre-experimental one-group pretest and posttest designs were adopted for the study. The purposive sampling technique was used to collect the data from 44 dialysis technician students. Results: Most of the samples (36, 82%) had good knowledge, and most of the subjects (37, 84%) had a satisfactory practicing level after the intervention. There was a significant difference between knowledge and practice scores before and after the educational program (p = 0.001^*). Conclusion: The study concluded that the intervention effectively improves the dialysis technicians as students’ knowledge and practice regarding hemodialysis catheter exit site care as well as student satisfaction and self-confidence of simulation-based learning.