Discrepancies between simulation and clinical practice: Implications for self-directed learning in nursing education

Background: Self-directed simulation learning (SSL) is increasingly recognised as an essential approach in nursing education, empowering students to identify their own learning needs, practice skills and build confidence. Despite its benefits, inconsistencies between the simulation and clinical practice environments hinder the effective use of SSL. Aim: This study explored student nurses’ experiences with SSL, focusing on the impact of discrepancies between simulation and clinical environments on their learning. It further explored strategies to enhance the effectiveness of SSL in nursing education. Setting: The research was conducted at a public university in South Africa within the Faculty of Health Sciences, where the Department of Nursing shares a simulation laboratory with 11 other health science disciplines. Methods: Using a qualitative, exploratory and descriptive design, 19 third-year nursing students were purposively sampled. Data were gathered through four online focus group discussions and analysed thematically following Tesch’s method. Results: Participants reported that the self-directed simulation-based learning often felt unrealistic and discrepant from clinical practice. They described differences in how procedures were demonstrated across the two contexts, which led to confusion, reduced confidence and decreased motivation to use SSL. Conclusion: The simulation–practice gap serves as a significant barrier to successful SSL engagement. Nursing education programmes should enhance alignment between simulated and clinical learning experiences by fostering collaboration with clinical partners and incorporating authentic and contextually relevant scenarios. Contribution: This study contributes to nursing education by identifying critical factors that impede effective SSL and offering practical recommendations to bridge the gap between simulation and clinical practice.