Translating learning from simulation to clinical: a narrative study of nursing students’ experiences

Abstract

Background

Simulation in nursing education significantly impacts clinical practice. However, transitioning experiential learning from simulated environments to real-world clinical settings can be challenging for nursing students.

Aim

This study aims to explore nursing students’ experiences in simulation and their application of learned skills in real-world clinical settings.

Methods

The authors employed a narrative study design involving nursing students as participants. Data were collected via semi-structured, recorded interviews. Narrative analysis was conducted to interpret the experiences within the framework of Kolb's Experiential Learning Theory.

Results

Key findings revealed that simulation effectively prepared students for clinical practice by enhancing their ability to recognize and respond to adverse events and cope with unexpected outcomes, increasing preparedness, and improving leadership skills. The narratives highlighted the continuity of learning from simulation to clinical setting application.

Conclusions

The study underscores the importance of simulation in nursing education and its role in helping students transfer knowledge from simulation to real-world clinical experiences. The findings suggest practical implications for educators to enhance simulation-based learning and to support effective transitions to clinical settings.