Experiences of international nursing students in simulation-based education: A descriptive qualitative study

• International nursing students have unique learning needs in simulation-based education. • International nursing students encounter initial challenges related to communication, interacting with manikins, performance anxiety and culture. • International nursing students gradually adapt to simulation environments through hands on experience and support from peers and facilitators. • Enhancing support strategies can foster a more inclusive learning environment to better prepare international nursing students for practice. Simulation-based education is an essential component of nursing education, providing realistic learning experiences without the risk of harm to patients. However, the experiences of international nursing students in this context remain underexplored, despite their growing number. This study explored their perspectives on simulation-based education. A qualitative descriptive approach with thematic analysis of international nursing students and recent graduates with open-ended interview responses was used. The research findings indicate that international nursing students have unique learning needs in simulation-based education that are currently unmet. International nursing students have unique simulation-based education learning needs. Several strategies are proposed to foster a more inclusive learning environment to better prepare international nursing students for practice.