Challenges and reconstruction: nursing students' learning experiences in simulated emergency scenarios

Abstract

Background

Simulation-based learning enables nursing students to experience and manage emergency situations effectively.

Aims

To explore how undergraduate nursing students develop emergency care skills through simulation exercises.

Methods

This qualitative study collected data through individual interviews and written reflections, which were analyzed using interpretive content analysis.

Results

A total of 21 interviewees shared their perceptions and reflections on simulation-based learning. Four main themes and 11 subthemes emerged: (1) Challenges, with subthemes including “role decision-making in simulation”, “facing unknown scenarios,” and “emergence of tension”; (2) Awareness, with subthemes “realistic on-site reactions”, “tug-of-war between fluster and calm,” and “need to enhance nursing skills”; (3) Reconstruction, with subthemes “turning passivity into proactivity”, “learning team cooperation,” and “linking theory with practice”; (4) Motivation, with subthemes “extend the duration of simulation courses” and “diverse and in-depth learning.”

Conclusions

Simulation exercises play a vital role in nursing education by promoting self-reflection, culturing team cooperation, integrating theoretical knowledge with practical skills, and initiating learning motivation in emergency care.