|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2646320||1138846||2016||7 صفحه PDF||ندارد||دانلود رایگان|
• Hermeneutic phenomenology was used to discover the lived experience of students learning in immersive simulation.
• Learning in immersive simulation was described as an experience that makes students think.
• Immersive simulation was an opportunity for students to test the limits of their capabilities.
BackgroundThis article offers the perspectives of undergraduate nursing students learning in immersive simulated patient care scenarios.MethodA qualitative design with semistructured interviews was used to collect data from undergraduate nursing students. Data were analyzed using a hermeneutic phenomenological approach.ResultsThe following five main themes were discovered: makes me think, making connections, testing capabilities, feeling anxious, and learning in relationships.ConclusionLearning in immersive simulation meant students could test the limits of their practice readiness in life-like situations. Simulation was regarded as a safe place to take risks and make mistakes.
Journal: Clinical Simulation in Nursing - Volume 12, Issue 8, August 2016, Pages 313–319