The Lived Experience of Nursing Student Witnessing Neonatal Resuscitation in Indonesia: A Phenomenological Study

Preregistration nursing students may witness neonatal resuscitation during clinical placements, exposing them to high-intensity, life-and-death situations with potential emotional impact. The study aimed to describe the lived experiences of preregistration nursing students witnessing neonatal cardiopulmonary resuscitation in real clinical settings. A descriptive phenomenological study using a Husserlian approach was conducted in tertiary neonatal units in Indonesia. Twenty students were purposively sampled. Data were collected through semi-structured interviews and analyzed using Colaizzi's method. The results of the study revealed 5 themes with 10 subthemes: (1) overwhelmed during neonatal resuscitation; (2) role uncertainty in neonatal resuscitation; (3) lingering emotional burden after resuscitation; (4) rebuilding coping and professional readiness through support; and (5) insufficient institutional support and stigma affecting help-seeking. Students experienced a profound gap between simulation and real-life exposure, marked by sensory overload, role ambiguity, and enduring emotional responses. Witnessing neonatal resuscitation represents an early confrontation with life-and-death care, generating emotional and moral challenges. Structured preparation, defined student roles, and systematic debriefing are essential to support students' psychological well-being and professional development.