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Introduction <p>HFS has become a key tool in nursing education, offering realistic, immersive learning environments. However, male nursing students’ unique experiences in maternal-newborn clinical courses using HFS remain underexplored, highlighting the need for tailored educational strategies to support their learning.</p> Objectives <p>The primary objective was to understand the students’ perceptions of the HFS experience, including its strengths, weaknesses, and impact on their clinical skills and confidence. A secondary objective was to gather suggestions for improving the simulation experience.</p> Methods <p>This study employed an exploratory qualitative design with a descriptive phenomenological approach. Data were collected from 28 male nursing students enrolled in the course through semi-structured interviews and focus group discussions. Conducted in 2023 at a university simulation laboratory, the study involved structured simulation scenarios to enhance experiential learning. Ethical approval was secured, and validity and trustworthiness were ensured through member checking and peer debriefing.</p> Results <p>Four major themes emerged from the data: (1) Enhancing Practical Skills: Students reported improved proficiency in essential obstetric skills, such as fetal heart assessment and postpartum care, but noted limitations due to outdated mannequins and insufficient hospital exposure. (2) Navigating Anxiety and Building Confidence: Many students experienced initial nervousness, which decreased with repeated practice and instructor support. (3) Alternative Learning Environment: The simulation served as a vital tool for students with limited hospital access, preparing them for real-world clinical practice. (4) Suggestions for Improvement: Students suggested enhancing lab resources, extending lab hours, and updating mannequins to better simulate real clinical conditions.</p> Conclusion <p>HFS was deemed a valuable learning tool that contributed to students’ clinical skill development and confidence. However, the study highlighted the need for improved resources and increased hospital exposure to optimize the learning experience.</p>

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Exploring male nursing students’ experiences and perspectives in a maternal-newborn clinical course using high-fidelity simulation: a qualitative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月29日

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  • Amal A. Murad,
  • Murad A. Sawalha,
  • Roqia Saleem Maabreh,
  • Eman E. Elsabagh,
  • Mark Y. Roque,
  • Muna Alharbi,
  • Raghad Abdelkader,
  • Zyad T. Saleh

摘要

Introduction

HFS has become a key tool in nursing education, offering realistic, immersive learning environments. However, male nursing students’ unique experiences in maternal-newborn clinical courses using HFS remain underexplored, highlighting the need for tailored educational strategies to support their learning.

Objectives

The primary objective was to understand the students’ perceptions of the HFS experience, including its strengths, weaknesses, and impact on their clinical skills and confidence. A secondary objective was to gather suggestions for improving the simulation experience.

Methods

This study employed an exploratory qualitative design with a descriptive phenomenological approach. Data were collected from 28 male nursing students enrolled in the course through semi-structured interviews and focus group discussions. Conducted in 2023 at a university simulation laboratory, the study involved structured simulation scenarios to enhance experiential learning. Ethical approval was secured, and validity and trustworthiness were ensured through member checking and peer debriefing.

Results

Four major themes emerged from the data: (1) Enhancing Practical Skills: Students reported improved proficiency in essential obstetric skills, such as fetal heart assessment and postpartum care, but noted limitations due to outdated mannequins and insufficient hospital exposure. (2) Navigating Anxiety and Building Confidence: Many students experienced initial nervousness, which decreased with repeated practice and instructor support. (3) Alternative Learning Environment: The simulation served as a vital tool for students with limited hospital access, preparing them for real-world clinical practice. (4) Suggestions for Improvement: Students suggested enhancing lab resources, extending lab hours, and updating mannequins to better simulate real clinical conditions.

Conclusion

HFS was deemed a valuable learning tool that contributed to students’ clinical skill development and confidence. However, the study highlighted the need for improved resources and increased hospital exposure to optimize the learning experience.