Key informants’ perspectives on simulation-based learning experiences: a qualitative study

Background: Simulation is a proven student-centred pedagogy, used in undergraduate nursing and midwifery education programmes as an effective strategy to support knowledge and skills development and ensure practice readiness. In this study, simulation-based learning experiences (SBLEs) were used to redress missed learning opportunities in real-life settings during restrictive conditions. Simulations were conducted in a safe controlled environment, affording students opportunities to practice, and develop the required skills for practice. Methods: The study aimed to explore key informants’ perspectives on the introduction of SBLEs during a global pandemic. A qualitative descriptive research design was chosen. Purposeful sampling was used to invite pre-internship students (n = 95) and facilitators (n = 9) to participate in focus group interviews (FGIs) to share experiences of SBLEs conducted in one university in the South of Ireland. A semi-structured interview guide facilitated the FGIs. Two student FGIs were conducted (n = 10) and one FGI was conducted with facilitators (n = 6) who were either faculty members (n = 5) or clinical staff (n = 1). An inductive thematic analysis framework was used to analyse the data. Results: Findings suggest that when adequately resourced with personnel and other practical resources, simulation is an effective and authentic student-centred pedagogical approach, that can support safe and effective pre-internship learning. It was perceived to enhance practice readiness of nursing students for professional practice in the real world. In the context of the restrictive conditions of a global pandemic it provided a safe learning environment, when public health restrictions impacted educational delivery. Student participants reported that peer feedback was a positive aspect of the simulation experience, enhancing interactivity and promoting active engagement in the learning process. Facilitators emphasised the importance of formal training, particularly in debriefing, as essential to the effective delivery of simulation pedagogy, ensuring both academic and psychological safety for students and staff. They also appreciated the opportunity for informal debriefing of the debriefer, recognising it as a valuable form of reflective practice. Conclusion: When formalising the integration of simulation into nursing curricula, it is essential that educators prioritise structured training for simulated participants and ensure comprehensive preparation in debriefing methodologies. Future research should examine the long-term effects of simulation-based pedagogy on knowledge translation and the development of practice readiness among nursing students.