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Background <p>Simulation-based education has become an essential pedagogical approach in nursing education, particularly for teaching critical life-saving skills such as Basic Life Support (BLS). While quantitative evidence supports the effectiveness of simulation in improving knowledge and skills, limited qualitative evidence exists regarding nursing students’ satisfaction and learning experiences during simulation-based BLS training. Understanding learners’ perspectives is crucial for optimizing simulation design and implementation.</p> Aim <p>This study aimed to explore undergraduate nursing students’ satisfaction and experiences with simulation-based Basic Life Support training.</p> Methods <p>A qualitative descriptive design was adopted. Forty Bachelor of Science in Nursing students who had recently completed simulation-based BLS training were recruited using purposive sampling. Data were collected through five focus group discussions using a semi-structured interview guide. Audio-recorded data were transcribed verbatim and analyzed using Braun and Clarke’s six-step thematic analysis approach. Rigor was ensured through credibility, dependability, confirmability, and transferability strategies.</p> Results <p>Four major themes emerged: perceived realism and clinical relevance of simulation, emotional engagement and confidence development, facilitator role and quality of debriefing, and perceived barriers to optimal learning. Participants expressed high satisfaction with hands-on practice and scenario realism, reporting increased confidence and preparedness for real-life emergencies. However, challenges related to peer observation anxiety, limited practice time, and variability in facilitation were noted.</p> Conclusion <p>Simulation-based BLS training is perceived as a valuable and satisfying learning experience by undergraduate nursing students. Addressing identified barriers and strengthening facilitator preparation may further enhance learner satisfaction and educational outcomes. These findings support continued integration and refinement of simulation-based BLS training in undergraduate nursing curricula.</p>

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Voices of learners: a qualitative exploration of nursing students’ satisfaction with simulation-based basic life support training

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月21日

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  • Bhuvaneswari S,
  • Bamini Devi N,
  • Helen Shaji J C,
  • L. Lakshmi

摘要

Background

Simulation-based education has become an essential pedagogical approach in nursing education, particularly for teaching critical life-saving skills such as Basic Life Support (BLS). While quantitative evidence supports the effectiveness of simulation in improving knowledge and skills, limited qualitative evidence exists regarding nursing students’ satisfaction and learning experiences during simulation-based BLS training. Understanding learners’ perspectives is crucial for optimizing simulation design and implementation.

Aim

This study aimed to explore undergraduate nursing students’ satisfaction and experiences with simulation-based Basic Life Support training.

Methods

A qualitative descriptive design was adopted. Forty Bachelor of Science in Nursing students who had recently completed simulation-based BLS training were recruited using purposive sampling. Data were collected through five focus group discussions using a semi-structured interview guide. Audio-recorded data were transcribed verbatim and analyzed using Braun and Clarke’s six-step thematic analysis approach. Rigor was ensured through credibility, dependability, confirmability, and transferability strategies.

Results

Four major themes emerged: perceived realism and clinical relevance of simulation, emotional engagement and confidence development, facilitator role and quality of debriefing, and perceived barriers to optimal learning. Participants expressed high satisfaction with hands-on practice and scenario realism, reporting increased confidence and preparedness for real-life emergencies. However, challenges related to peer observation anxiety, limited practice time, and variability in facilitation were noted.

Conclusion

Simulation-based BLS training is perceived as a valuable and satisfying learning experience by undergraduate nursing students. Addressing identified barriers and strengthening facilitator preparation may further enhance learner satisfaction and educational outcomes. These findings support continued integration and refinement of simulation-based BLS training in undergraduate nursing curricula.