Learning Experiences of Nursing Students Participating in a Blended Simulation Program on Critical Care Nursing Competencies and Rational Drug Use: A Qualitative Study

Abstract

This qualitative study aimed to explore the learning experiences of nursing students participating in a blended simulation program on critical care nursing competencies and rational drug use and to describe the facilitating and hindering factors influencing students’ learning through the program. Data were collected from thirty third-year nursing students who participated in all blended simulation activities using in-depth interviews, focus group discussions, and participant observations. The data were analyzed through thematic analysis following Braun and Clarke’s (2006) six-phase framework. The trustworthiness of the findings was ensured through triangulation, member checking, and peer debriefing. The findings revealed three major themes of learning experiences: 1) Learning in a safe and supportive environment, which enhanced confidence and active participation; 2) Reality-based learning that bridged theory to practice, facilitating comprehensive understanding of critical care nursing and rational drug use; and 3) Reflective thinking that deepened clinical reasoning and decision-making.

Additionally, the facilitating factors included the diversity of simulation scenarios, immediate feedback, and a collaborative learning atmosphere, while the hindering factors were anxiety when performing in front of others, technological limitations, and time constraints . In conclusion, the blended simulation program promoted meaningful experiential learning, enhancing students’ clinical competencies, decision-making, and medication safety awareness. Nursing education institutions are encouraged to integrate blended simulation into nursing curricula to prepare students for high-quality and safe critical care practice.