Emotions in nursing students' simulations: A qualitative case study

Background: Simulation-based education (SBE) can provide a realistic clinical learning environment to enhance knowledge and self-confidence. Simulation exercises can cause many emotions, but the interaction between emotions and simulation-based learning is not yet fully understood. Method: Data from day-long simulation events were collected from online written material (diaries and online chats) produced by undergraduate nursing students ( N = 56) who were studying at a Finnish university of applied sciences. From autumn 2020 to spring 2022, there were a total of 10 simulation days with 2-4 scenarios per simulation day for a total of 32 scenarios. The datasets were analyzed via thematic analysis. Results: The simulation process evoked a mix of pleasant and unpleasant emotions among the students. However, unpleasant emotions like stress, tension, anxiety, and others seemed to outweigh the pleasant ones, such as calmness and enthusiasm. Conclusions: This research has important implications for the field of nursing education. Recognizing and addressing students' emotions can lead to more effective instruction and increased satisfaction in simulation-based education. Our findings suggest that emotional awareness can potentially transform the educational experience for nursing students.