Research Question/Context Healthcare's complexity highlights the need for robust change management skills among leaders. While master's degrees are standard for many healthcare management roles, educational diversity results in varying Quality Improvement (QI) skills. The study aimed to identify effective ways to provide graduate program learners feedback on the QI competencies of change management. There were three study objectives: 1. To determine if there was a significant difference in QI scores for all students, as measured by the Self-Perception of Change Management Competency (SPCMC) Assessment after a simulation 2. To determine if there was a significant difference in QI scores in a subgroup of healthcare industry graduate students, as measured by a Self-Perception of Change Management Competency Assessment after a simulation 3. Compare the QI skills assessment scores of healthcare and non-healthcare graduate students after a simulation Grounding Students learn many change management theories, and various methods have been used to deliver quality improvement education. Simulation, an educational approach that garnered considerable attention in healthcare over the past two decades, provides systematic training and assessment tools tailored for clinical and non-clinical healthcare personnel (Gaba, 2007). Pringle et al. (2010) studied using a simulation tool to teach healthcare change management. However, while research in healthcare simulations has expanded, studies outside business education remain limited (Hallinger & Wang, 2020). Methods This pretest-posttest study, conducted in May–September 2023, involved graduate business students at a Midwest university. Participants completed an IRB-approved Qualtrics survey, which obtained informed consent. The SPCMC assessment instrument, based on the National Association for Healthcare Quality (NAHQ) Competency Framework, used a 1-4 scale: novice to mastery (NAHQ, 2017). Students ranked their perceived level of competency on 12 change management ability statements, such as describing the value of a needed change to coworkers and explaining the stages of behavior that may occur when experiencing a workplace Change. Students engaged with the Change Management Simulation: Power and Influence V3®, role-playing as change agents in four manufacturing scenarios (Judge & Hill, 2020). Students role-play as a change agent to gain insight into why individuals might resist change, better appreciate the change agent's power, and how to avoid common missteps (Judge & Hill, 2020). Discussion The study effectively addressed all objectives. The simulation was an effective intervention for raising the self-perception of change management competency. Additional exploratory analysis of the change management competency statements revealed that the subgroup of healthcare industry students brought to class a lower perception of change management competency than the subgroup of non-healthcare industry students, as they had a lower mean pretest sum score on every competency statement except one. However, posttest scores showed no significant differences between groups, indicating alignment of competency levels after simulation. Lessons Learned This study demonstrated simulation as a valuable teaching tool, with future opportunities to include training on using change management tools (e.g., Stakeholder Analysis, Elevator Speech) to analyze employee acceptance, influence, or resistance to change in a healthcare scenario. Other future research opportunities include repeating this study in more graduate healthcare programs to perform a more complete analysis of healthcare professionals' results. Simulation could be used to teach change management skills to emerging healthcare leaders in various disciplines. The method could be deployed to other graduate health programs that develop leaders, such as Health Administration, Nursing, Occupational Therapy, and more.