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Transformative experiential learning in psychomotor skill development: a model informed by international nursing
Esra Sezer1, Sevim Şen Olgay1, Hilal Yıldız Çelik1
1Department of Nursing, Acibadem Mehmet Ali Aydinlar University, Istanbul, Türkiye.
Frontiers in Medicine
|June 8, 2026
Summary
International nursing students develop professional confidence through simulation-based education, overcoming challenges like language barriers and performance anxiety. This preclinical training is vital for healthcare workforce preparation and safer patient care.
Area of Science:
- Nursing Education
- Healthcare Simulation
- International Student Learning
Background:
- Culturally diverse simulation-based education presents unique challenges for international nursing students' psychomotor skill acquisition.
- Understanding the cognitive, emotional, and developmental processes is crucial for effective learning in these environments.
- Theoretical frameworks like Transformative Learning Theory and Experiential Learning Model offer insights into professional competence development.
Purpose of the Study:
- To examine international undergraduate nursing students' experiences with psychomotor skill learning in culturally diverse simulation-based education.
- To elucidate the cognitive, emotional, and developmental processes influencing this learning.
- To explore the contribution of early laboratory-based training to professional competence for safe healthcare practice.
Main Methods:
- An interpretive qualitative design utilizing semi-structured interviews with 20 international undergraduate nursing students.
- Data analysis employed a hybrid thematic approach, integrating inductive thematic analysis with theory-informed deductive mapping.
- Focus on experiences within a Turkish-medium nursing program to understand specific contextual factors.
Main Results:
- Four main themes and 14 subthemes revealed a progressive learning trajectory, conceptualized as the Transformative Experiential Learning Model.
- Initial challenges included linguistic barriers, cultural differences, technological unfamiliarity, performance anxiety, and medical terminology difficulties.
- Facilitators of learning included visual scaffolding, structured guidance, immediate feedback, and peer support, enabling adaptation through practice, observation, and reflection.
Conclusions:
- Transformative learning and professional identity formation can commence in simulation settings before clinical placement, highlighting the simulation lab's role in early healthcare workforce preparation.
- Culturally responsive instruction, multimodal support, and psychologically safe environments are essential for international nursing students' psychomotor skill development.
- Enhancing these elements can improve clinical readiness, reduce anxiety, and contribute to safer healthcare delivery, reflecting early transformative processes.
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