Endeavouring interplay: a grounded theory study of how nurse educators' work with simulation-based learning.

Area of Science:

• Nursing Education
• Health Professions Education
• Simulation-Based Learning

Background:

• Simulation-based learning is a vital teaching strategy in nursing and health professions.
• Educators play a crucial role as facilitators in simulation-based learning.
• Understanding educators' perspectives is key to theorizing simulation-based learning.

Purpose of the Study:

• To explore nurse educators' experiences with simulation-based learning.
• To identify strategies employed by nurse educators in simulation-based learning.

Main Methods:

• In-depth interviews were conducted with eight nurse educators between 2018 and 2021.
• Constant comparison analysis was used with a Classical Grounded Theory approach.

Main Results:

• Nurse educators' primary concern is maximizing the student learning space in simulation.
• Four strategies were identified: legitimizing simulation, self-development, preparing students, and tailoring simulation.
• These strategies form the 'Endeavouring interplay' grounded theory, with legitimization and self-development as background, and student preparation and tailoring as foreground.

Conclusions:

• The 'Endeavouring interplay' theory highlights the complexities educators face in optimizing simulation learning spaces.
• Strategies are context-dependent, influenced by organizational climate, resources, and individual student needs.
• Key strategies include legitimizing simulation, pursuing self-development, preparing students, and tailoring simulations.