Learning Through Simulation: Enhancing Emergency Nursing Competencies in Undergraduate Students - A Phenomenological Study

Abstract

This qualitative study aimed to explore nursing students’ learning experiences through simulation in emergency nursing. In-depth interviews were conducted with 18 fourth-year nursing students, and data were analyzed using qualitative content analysis. The findings revealed that learning through simulation enhanced students’ analytical thinking, clinical decision-making, and emergency nursing skills. Students reported emotional transitions from anxiety to confidence and improvements in teamwork skills. Factors promoting learning included scenario realism, effective feedback, and a safe learning environment. The main obstacles were initial anxiety and resource limitations. The study identified key factors that contribute to the effectiveness of simulation-based learning in emergency nursing education, including the integration of cognitive, emotional, and practical skills. Students highlighted the importance of repeated practice and reflective debriefing in developing clinical competence. The research also uncovered the potential of simulation in fostering lifelong learning skills and preparing students for global health emergencies. Recommendations for improving simulation-based teaching include increasing scenario diversity, enhancing feedback systems, and investing in modern simulation technologies. This study provides insights for developing simulation-based curricula that effectively prepare nursing students for real-world emergency situations, ultimately contributing to improved patient care and healthcare systems.