Simulation Based Learning in Nursing Education: Perceived Benefits and Barriers by Nurses Educators and Students

Background: Simulation-Based Learning (SBL) bridges the gap between theory and clinical practice, enhancing patient safety and critical thinking in nurses. Aim: To assess perceived benefits and barriers by nurse educators and students about simulation-based learning. Design: A descriptive research design was used in this study. Setting: This study was conducted at faculty of nursing Helwan University. Subjects: All nurse educators who are involved in clinical teaching (N=59) and all students in the second and third year at the faculty of nursing. (N=464). Tools: Three tools were used for data collection: Nurse Educators and Students’ knowledge about simulation-based learning, Nurse Educators’ perception about simulation-based learning questionnaire ad Nurse Students’ perception about simulation-based learning questionnaire. Results: Slightly more than two-thirds of nurse educators had satisfactory knowledge and a positive perception of simulation-based learning, while less than one-fifth of nurse students shared a positive perception, despite the majority of educators recognizing its benefits. Conclusion: The majority of nurse educators’ level had satisfactory knowledge and a positive perception of simulation in education, while three-quarters of nurse students also viewed it positively. Recommendation: Conduct training programs about simulated based learning to improve nursing educators' knowledge and practice. Keywords: Benefits, Barriers, Nurse Educators, Nurse Student, Simulation based learning.