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Background <p>Standardized patients (SPs) play a key role in nursing education, but limited research explores nursing students’ experiences as SPs.</p> Methods <p>This qualitative study employed interviews with nursing students who had served as SPs. Data collection took place between June and July 2025, and thematic analysis was used to analyze the qualitative data.</p> Results <p>A total of ten nursing students participated in this study. Their motivations for acting as SPs included both extrinsic factors (academic and exam preparation, tangible benefits) and intrinsic drivers (learning and skill development, empathy and role experience, contribution and altruism). The primary motivation was to prepare for the Objective Structured Clinical Examination. Participants mentioned that the alignment of SPs activities with academic requirements made participation appealing. Acting as SPs boosted academic growth (exam adaptation, knowledge reinforcement) and professional development (skills refinement, empathy and patient-centeredness, professional identity). Challenges encompassed interactional (fear of misinformation, knowledge limitations, unexpected questions, role conflict) and environmental (time and equipment constraints).</p> Conclusion <p>Nursing students acting as SPs gain multifaceted benefits, despite facing distinct challenges. These findings support integrating student SPs into curricula with targeted support to optimize educational value.</p>

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The experiences and impact of nursing student acting as standardized patient: a qualitative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月11日

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  • Lai Kun Tong,
  • Yue Yi Li,
  • Mio Leng Au,
  • Choi Peng Wong,
  • Wai I Ng

摘要

Background

Standardized patients (SPs) play a key role in nursing education, but limited research explores nursing students’ experiences as SPs.

Methods

This qualitative study employed interviews with nursing students who had served as SPs. Data collection took place between June and July 2025, and thematic analysis was used to analyze the qualitative data.

Results

A total of ten nursing students participated in this study. Their motivations for acting as SPs included both extrinsic factors (academic and exam preparation, tangible benefits) and intrinsic drivers (learning and skill development, empathy and role experience, contribution and altruism). The primary motivation was to prepare for the Objective Structured Clinical Examination. Participants mentioned that the alignment of SPs activities with academic requirements made participation appealing. Acting as SPs boosted academic growth (exam adaptation, knowledge reinforcement) and professional development (skills refinement, empathy and patient-centeredness, professional identity). Challenges encompassed interactional (fear of misinformation, knowledge limitations, unexpected questions, role conflict) and environmental (time and equipment constraints).

Conclusion

Nursing students acting as SPs gain multifaceted benefits, despite facing distinct challenges. These findings support integrating student SPs into curricula with targeted support to optimize educational value.