Abstract
Background: This article offers the perspectives of undergraduate nursing students learning in immersive simulated patient care scenarios.
Method: A qualitative design with semistructured interviews was used to collect data from undergraduate nursing students. Data were analyzed using a hermeneutic phenomenological approach.
Results: The following five main themes were discovered: makes me think, making connections, testing capabilities, feeling anxious, and learning in relationships.
Conclusion: Learning in immersive simulation meant students could test the limits of their practice readiness in life-like situations. Simulation was regarded as a safe place to take risks and make mistakes.
Method: A qualitative design with semistructured interviews was used to collect data from undergraduate nursing students. Data were analyzed using a hermeneutic phenomenological approach.
Results: The following five main themes were discovered: makes me think, making connections, testing capabilities, feeling anxious, and learning in relationships.
Conclusion: Learning in immersive simulation meant students could test the limits of their practice readiness in life-like situations. Simulation was regarded as a safe place to take risks and make mistakes.
| Original language | English |
|---|---|
| Pages (from-to) | 313-319 |
| Number of pages | 7 |
| Journal | Clinical Simulation in Nursing |
| Volume | 12 |
| Issue number | 8 |
| DOIs | |
| Publication status | Published - Aug 2016 |