Batley-Heath, Katherine Mary (2025) An exploration of simulation-based education from the perspective of nursing students. Doctoral thesis, York St John University.
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Text (Doctoral thesis)
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Abstract
The research investigates simulation-based education (SBE) through undergraduate nursing students' experiences to understand how emotional engagement and peer dynamics and facilitator influence and environmental realism affect learning outcomes. The research investigated the complete range of simulation factors that affect behaviour because professional observations showed that contextual elements such as uniform use produced behavioural changes.
The research applied constructivist epistemology through qualitative multi-method case study methods to collect data from observations and photographs together with open-ended questionnaires and focus groups and individual interviews. The reflexive thematic analysis revealed three main themes which included student learning experiences and processes and educator roles in shaping experience and simulation environment effects on realism and student engagement. The research results showed that simulation-based education effectiveness requires both scenario fidelity and emotional safety alongside relational authenticity and facilitator presence and structured debriefing practices.
Students described simulation as a cognitively demanding and emotionally charged environment where peer support, emotional realism, and meaningful facilitator guidance were critical to engagement and professional identity development. Learning experiences became undermined when structure and emotional safety and operational quality showed inconsistency which led to student disengagement and alienation. The CARE-ful Simulation Framework serves as a design and evaluation model for SBE by focusing on Connection, Authenticity, Reflection, Emotional safety.
The research timing coincides with the Nursing and Midwifery Council's (2024) new provision that allows up to 600 clinical hours to be replaced by simulation. The study demonstrates that simulation-based education can only replace clinical placement when its design incorporates student experiences rather than following institutional or regulatory standards. Through its focus on student perspectives this research adds essential student-centred insights to the ongoing discussion about simulation teaching methods in nursing education
| Item Type: | Thesis (Doctoral) |
|---|---|
| Status: | Published |
| Subjects: | L Education > L Education (General) |
| School/Department: | School of Education, Language and Psychology |
| URI: | https://ray.yorksj.ac.uk/id/eprint/13202 |
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