Nursing is a scientific profession, based on theory and art of care. However, the theory-practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency; to learn at their own pace; and to freely make mistakes. A simulation is an educational process that can replicate clinical practices in a safe environment. Purpose: The purpose of this study was to explore and describe how the fourth year and clinical intern nursing students perceived simulation-based learning in contributing their ability to transfer their learning from theory into practice. Objectives: To explore the conceptualization of Simulation based learning amongst final year and intern nursing students, and to explore their challenges and perception in implementing it, during their clinical practice. Methods: The study used descriptive mixed method and data was collected using focus groups and pre-validated semi-structured questionnaire. All focus group discussions were audiotaped, transcribed verbatim, and narratives were compared with the recordings to establish accuracy, credibility and reliability of data. Qualitative narratives were translated to English and analysed through an inductive thematic content analysis. Results: Two major themes were identified: Self-confidence and satisfaction subcategorized in terms of enhancing collaboration, improve personal and interpersonal skills, and patient outcomes.
Simulation based learning, Perception, Self-confidence, Satisfaction and Patient outcome
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