Exploring simulation and patient-led teaching in stoma care education: A qualitative study

<h2>Abstract</h2><h3>Background</h3> Stoma care requires both technical competence and empathy. Simulation-based education (SBE) and patient-led teaching each enhance student learning, but their combined impact in stoma care education is less understood. <h3>Method</h3> This qualitative descriptive study explored the experiences of final-semester nursing students (n = 60) who participated in a stoma care study day involving either patient-led teaching alone or patient-led teaching combined with SBE. Data were collected via an open-ended online survey and examined using directed content analysis explicitly mapped to the Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice (2025). <h3>Results</h3> Four themes emerged: Practical Experience and Capability, Collaborative Learning and Expertise-Sharing, Person-Centred Care, and Professional Growth and Development. The combined model provided a scaffolded progression from safe rehearsal to authentic patient engagement, supporting Standards 2, 6, and 7. <h3>Conclusion</h3> Applying established simulation and patient-led teaching methods to stoma care education demonstrates that sequencing simulation before patient-led teaching enhances students' technical skills, empathy, and professional readiness, preparing students for safe, person-centred practice in line with national nursing standards.