Simulation in Basic Nursing Student Education: Uses and Barriers
Abstract
Introduction:
In nursing, simulation has demonstrated its educational value as an active form of teaching. However, its integration into educational programmes and faculty practices remains limited.
Objectives:
The purpose of this research was to explore the place of simulation in teaching activities for the basic education of undergraduate nursing students and identify barriers to its implementation.
Methods:
An online questionnaire survey was used for teachers in the Higher Institutes of Nursing and Technical Health Professions. A total of 90 teachers responded. The data collected were analysed using descriptive statistics.
Results:
Simulation was present in the practices of 63.3% of teachers. The most used types were procedural simulation (36.4%), role-playing (31.5%), standardised patients (14.4%), and hybrid simulation (9.1%). The areas of use were technical skills (24.2%), knowledge acquisition (19.2%), communication (20.8%), emergency management (10.8%), team management (10%), and error management (10%). A range of barriers to the implementation of the simulation was revealed, such as a lack of organisational resources and teacher training.
Conclusion:
This study provided insight into the use of simulation in nursing student education and highlighted the challenges to its use. Faculty recommendations support the formal integration of simulation into nursing education programmes.
