Simulation-based education as a pedagogic method in nurse education programmes in sub-Saharan Africa-Perspectives from nurse teachers

The aim of this study was to describe and discuss nurse teachers' experiences with simulation as a pedagogic method in two educational programmes in low-income countries in sub-Saharan Africa. The study applies a descriptive and qualitative design. The data were collected by means of four semi-structured interviews and four focus group interviews in 2018 and 2019 and analysed using qualitative content analyses. The study was conducted with nurse teachers in nurse education programmes in Madagascar and Tanzania. The data analysis revealed two themes related to the nurse teachers' experiences with simulation as a pedagogic method: (1) simulation as a method - benefits and constraints; (2) conducting the simulation correctly. The findings indicate that the nurse teachers from Tanzania and Madagascar considered simulation to be a valuable pedagogic method for improving students' learning. However, they also highlighted challenges, mainly linked to the high number of students, as well as the challenge of incorporating the method in an already-tight timetable and curriculum. Moreover, they found it important to conduct the simulation sessions correctly and to have expert knowledge of the topic simulated. Overall, the study can guide future implementation of simulation-based education in educational programmes in sub-Saharan Africa.