Voices from the Field: A Descriptive Inquiry into Nursing Student’s Experiences and Perspectives in the Use of Simulation-Based Learning

Abstract

Simulation-Based Learning (SBL) has become a fundamental component of modern nursing education, it is designed to replicate real clinical scenarios in a safe, controlled environment. It serves as a vital bridge between theoretical knowledge and actual patient care, allowing students to build competence, critical thinking, and confidence without putting lives at risk. While existing research widely confirms the benefits of SBL, most studies focus heavily on measurable outcomes such as test scores, skill proficiency ratings, or the perspectives of educators and administrators. There remains a notable gap in literature: there is limited in-depth exploration of the lived experiences, personal perceptions, and real challenges of lives of a nursing student themselves. Purposive sampling was employed to recruit a panel of student nurse (n=15) from several nursing students usually from second year. Data was collected through in-depth, semi-structured interviews, each lasting approximately 20-30 minutes. The interviews explored student nurses’ perceptions regarding the effectiveness of SBL, challenges faced, support received, and reflections on instructors' roles in facilitating student learning. When interviews were transcribed and analyzed using Colaizzi seven step process, clear patterns emerged from their shared experience in selected Universities.  Preliminary findings suggest that the student nurses of SBL experience both opportunities and challenges in using the method. This study contributes to the understanding of SBL from the perspective of student nurse in a specific educational context. These findings could be useful in developing strategies to enhance the effectiveness of SBL such as building support for student nurse, and improving nursing education outcomes and settings with similar characteristics. The study underlines the importance of listening to the "voices from the field" to further refine and develop simulation-based learning practices.