Abstract
INTRODUCTION: Nursing students need to be prepared for the realities of acute situations or crises. Medical simulation training is a well-known pedagogical method for teaching acute care and teamwork. Despite that, there is a lack of knowledge about students' experiences with the training. Such knowledge could contribute to the development of the training program. OBJECTIVE: To describe nursing students' experiences of medical simulation. DESIGN: Mixed-method. METHOD: A total of 175 nursing students in semesters three and five answered a questionnaire with quantitative questions and open-ended comments. The qualitative data from the open-ended questions were analyzed inductively using thematic analysis. Quantitative data from the closed-ended questions were analyzed using descriptive statistics. Finally, a mixed-method synthesis was conducted, in which the findings from the qualitative analysis guided the synthesis, while the quantitative data supported the themes and sub-themes that emerged from the qualitative analysis. RESULT: An overall theme in the results emerged, which was: "Students need and want more simulation in their curriculum." This theme was then divided into five sub-themes: "Well-structured model," "Being prepared by practical training," "Enhanced knowledge," "Reflection gives self-awareness," and "Feelings of fun and positive nervousness." CONCLUSIONS: The result highlights medical simulation as a reliable pedagogic method because it was a well-structured model which made them prepared, gave them enhanced knowledge, and helped their self-reflection. Students recognize the need for additional medical simulation training and express a desire for both longer sessions and more opportunities. They believe that simulation training is beneficial for their future roles as nurses because it enhances their competence in acute care and improves their teamwork skills. Bloom's taxonomy is a valuable framework for designing and developing curricula, particularly when medical simulation plays a key role in achieving all levels of high cognitive skills.