Lived experiences of nursing students concerning education in simulated learning environments: A phenomenological study

Background & Objective: Simulation is one of the new learning methods in medical and nursing education that can lead to useful learning outcomes. This study aims to explain the lived experiences of senior nursing students about education in simulated learning environments. Materials & Methods: This qualitative research was based on the phenomenological approach. To collect data, senior nursing students of both genders were purposefully selected and surveyed using in-depth and semi-structured interviews lasting from 40 to 60 min. The interviews continued until theoretical saturation after 15 interviews with the participants. Data were analyzed using Colaizzi’s seven-step method. Data reliability and validity were assessed using the reliability criteria proposed by Lincoln and Guba (1985). Results: In this study, the main themes include learning, support and technical factors, human factors, and advantages. As a new learning method, simulation encounters support, technical, and human barriers that can be overcome to achieve goals such as learning clinical skills, clinical judgment skills, increasing critical thinking, and improving patient safety. Conclusion: Simulation is one of the methods that can develop and improve students' basic skills and help in deepening their learning. Nursing schools can provide the necessary provisions and facilities to improve the quality of curricula by expanding and integrating simulations into nursing curricula.