1. Factors Impeding Learning at Various Stages of Simulation Training as Experienced by Nursing Students.
- Author
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Bae, Mi-Jeong, Shin, Nah-Mee, and Berdida, Daniel Joseph
- Subjects
PSYCHOLOGY of college students ,MEDICAL logic ,ACADEMIC medical centers ,QUALITATIVE research ,FOCUS groups ,HUMAN beings ,INTERVIEWING ,CONTENT analysis ,STATISTICAL sampling ,SIMULATION methods in education ,THEMATIC analysis ,LONGITUDINAL method ,CLINICAL competence ,RESEARCH methodology ,PSYCHOLOGICAL stress ,STUDENT attitudes ,LEARNING strategies ,NURSING students ,THOUGHT & thinking - Abstract
Aim: To identify the learning barriers, nursing students encounter throughout distinct stages of simulation‐based education. Design: Qualitative study exploring learning barriers in simulation training. Methods: Data were collected through interviews with 13 fourth‐year nursing students at Dongnam Health University, divided into four groups. These students had prior simulation experience with a variety of medical scenarios, including shortness of breath, chest pain, preterm labor, postoperative pain management, and neonatal care. Interviews were conducted using a semistructured format and lasted approximately one hour per group. We then used content analysis to identify primary and secondary themes. Results: Three main themes and 13 subthemes were identified, highlighting learning challenges across different stages of simulation training: limitations in integrating theoretical foundations during the prebriefing phase, the impact of psychological stress on clinical reasoning abilities during the scenario phase, and constraints in reflective thinking during the debriefing phase. Conclusion: This paper highlights significant learning obstacles across the simulation training process and advocates for targeted educational strategies to overcome these barriers. Specific recommendations include implementing additional measures to enhance student immersion, ensuring psychological safety, and enhancing debriefing sessions to encourage reflective thinking. Implications: This paper emphasizes the need for immersive and realistic training in nursing education. It suggests enhancements in applying theoretical knowledge, managing stress‐induced clinical reasoning, and fostering reflective thinking to better prepare students for clinical realities. It also acknowledges that the sample size may limit generalizability and recommends further studies with larger cohorts. Impact: This study aims to better prepare nursing students for the complexities of clinical practice by emphasizing the development of holistic patient care and adaptive problem‐solving skills. The research implications suggest a potential transformation in nursing education and practice, aiming to improve healthcare outcomes. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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