Limitations to clinical placement and traditional simulation experiences due to the pandemic led to increased use of virtual/computer-based/screen-based simulation in nursing education. Using a quality improvement process provides an evaluation method to support necessary revisions. The results from one project comparing undergraduate nursing students’ perceptions of traditional clinical, face-to-face simulation, and virtual simulations utilizing the Clinical Learning Environment Comparison Survey 2.0 (CLECS 2.0) addressed areas for improvement. Based on the results, debriefing scripts were expanded and scripted to include categories that students rated lower. Results of the CLECS 2.0 after the expanded scripted debriefing and comparison of those results to the prior results will be shared.