Nursing students first experience on high fidelity simulation: A phenomenological research study.

Area of Science:

• Nursing Education
• Healthcare Simulation
• Qualitative Research

Background:

• Simulation experiences are increasingly utilized in nursing education.
• High-fidelity simulation (HFS) allows students to practice clinical skills in a safe environment before patient contact.

Purpose of the Study:

• To explore nursing students' perceptions of their initial high-fidelity simulation (HFS) experience.
• To understand the impact of HFS on student learning and professional identity development.

Main Methods:

• Phenomenological approach utilizing qualitative one-on-one interviews.
• Sixteen second-year undergraduate nursing students participated after completing an HFS training program.
• Colaizzi's phenomenological method was applied for transcript analysis.

Main Results:

• Four emergent themes: 'Learning through simulation,' 'Acting like a nurse instead of being a student,' 'Facilitators and barriers of learning,' and 'Transition from simulation to reality.'
• Students perceived HFS as a bridge between theoretical knowledge and practical application.
• Identified factors influencing the learning experience within the simulation.

Conclusions:

• High-fidelity simulation (HFS) programs are supported for inclusion in nursing curricula.
• HFS enhances student readiness and confidence for clinical placements.
• Simulation-based education is a valuable pedagogical strategy in nursing.