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Learning by leading - Nursing students' experiences with student-led simulation in home-based care
Sven Inge Molnes1, Lindis Kathrine Helberget1
1Department of Health Sciences Ålesund, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Norway.
Nurse Education Today
|July 20, 2026
Summary
Student-led simulation enhances nursing students' clinical reasoning and professional identity. Facilitating simulation deepens learning, fostering autonomy and engagement, while peer collaboration ensures safety and mutual learning.
Area of Science:
- Nursing Education
- Simulation-Based Learning
- Pedagogical Strategies
Background:
- Limited research exists on nursing students' experiences with student-led simulation.
- Student-led simulation integrates peer-assisted learning and experiential learning theories.
- Exploring these experiences can refine simulation as a pedagogical approach.
Purpose of the Study:
- To investigate nursing students' experiences facilitating simulation-based training.
- Focus on healthcare personnel training in home-based care settings.
Main Methods:
- Qualitative descriptive exploratory study utilizing focus group interviews.
- 16 second- and third-year nursing students participated.
- Thematic analysis was employed for data interpretation.
Main Results:
- Student-led simulation cultivates clinical reasoning, critical thinking, and professional identity.
- Facilitating scenarios enhances learning, autonomy, and academic engagement.
- Peer collaboration ensures mutual learning and psychological safety; debriefing is crucial for reflection.
Conclusions:
- Student-led simulation is a valuable strategy for holistic learning and professional development.
- Empowers students, improves competence for students and healthcare personnel.
- Recommends earlier curriculum integration, structured support, and clear coordination.
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