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Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss
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Exploring nursing students' experiences of blindness simulation: A phenomenological study
Alireza Nikbakht Nasrabadi1, Masoumeh Malek2, Mahboubeh Shali3
1School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Nursing Open
|May 26, 2021
Summary
Nursing students experienced blindness simulation as feeling abandoned, developing a "vision of the heart," and self-alienation. This qualitative study explored their unique perspectives.
Area of Science:
- Nursing Education
- Qualitative Research
- Phenomenology
Background:
- Simulation-based learning is crucial in nursing education.
- Understanding student experiences in sensory deprivation simulations is vital for curriculum development.
Purpose of the Study:
- To explore the lived experiences of nursing students undergoing blindness simulation.
- To gain insight into the psychological and emotional impact of simulated visual impairment.
Main Methods:
- Qualitative interpretive phenomenological study.
- Purposeful sampling recruited 8 nursing students.
- In-depth, semi-structured interviews analyzed using Colaizzi's approach.
Main Results:
- Three major themes emerged: 'abandoned in the labyrinth puzzle,' 'vision of heart,' and 'self-alienation.'
- Nine sub-themes further detailed the students' subjective experiences.
- Analysis revealed profound emotional and psychological impacts of the simulation.
Conclusions:
- Blindness simulation profoundly affects nursing students' self-perception and empathy.
- Findings highlight the need for debriefing and support following simulation exercises.
- The study underscores the value of phenomenological approaches in understanding simulation experiences.
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