Experiences of final-year nursing students on simulation: a qualitative study

Simulation is employed to facilitate instructional experiences in patient safety and nursing education for students. Through simulation, students endeavor to adapt to various scenarios and address associated challenges. The aim of the study was to examine final-year nursing students' experiences with scenario-based simulation. The Reporting Criteria for Consolidated Standards and Colaizzi's seven-step phenomenological data analysis method were employed. A qualitative study was conducted using a phenomenological research design. Content analysis conducted within the scope of simulation application yielded two main themes: 'Emotions, thoughts', and 'Challenges' related to simulation. It was ascertained that students underwent a spectrum of emotional and cognitive responses towards the simulation, encompassing both affirmative (enjoyable, realistic, educational, confidence-boosting) and adverse (stressful) dimensions. Concurrently, challenges related to treatment were noted, including the calculation of medication dosages for pediatric patients, the delivery of medication education to patients afflicted with dementia, and managing medication refusal exhibited by patients with bipolar disorder.The simulation with standardized patients administered to final-year nursing students prior to graduation can raise awareness of students' theoretical and practical deficiencies in clinical practice.