Discovering the lived experience of students learning in immersive simulation

Christine Pollock, Jessica Biles

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)313-319
Number of pages7
JournalClinical Simulation in Nursing
Issue number8
Publication statusPublished - Aug 2016

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