Negative experiences of undergraduate nursing students in simulation training: A meta-synthesis of qualitative studies

Background: Currently, simulation training programs are widely used in the teaching of undergraduate nursing students. Studies has focused more on the positive experiences of learners and less on the negative experiences, which hinders the improvement and upgrading of nursing simulation training programs. Purpose: To systematically synthesize qualitative data on the negative experiences of undergraduate nursing students in simulation training. Design: We conducted a meta-synthesis of qualitative studies. Data sources included PubMed, Web of Science, Embase, CINAHL, CNKI, Wanfang, VIP and CBM. Methods: The review follows the PRISMA guidelines. Qualitative studies focusing on undergraduate nursing students' negative experiences in simulation training were included. Joanna Briggs Institute tools and approaches were used for methodology quality evaluation, data extraction and findings synthesis. Results: A total of 13 articles were included in this study, and 39 findings were integrated into six categories and three themes: stress and emotional problems, inadequate immersion, and limited learning effect. The categories are as follows: stress issues, negative emotions, lack of realism, device usage issues, limited immediate learning outcomes, and limited simulation training opportunities. Conclusions: This study integrated the negative experiences of undergraduate nursing students in simulation training. This meta-synthesis can serve as a reference to assist in the management of negative experiences encountered by undergraduate nursing students during simulation training. Furthermore, it can promote the development and implementation of simulation training programs within the context of nursing education.