Lived Experiences of Nursing Students in Simulation-Based Learning: A Phenomenological Inquiry

Abstract

Background: Simulation-based learning (SBL) is widely utilized in nursing education to bridge the gap between theoretical knowledge and clinical practice. However, high-fidelity simulations can introduce significant psychological stress, performance anxiety, and cognitive overload, which are often compounded by distinct cultural dynamics such as hiya (shame) and bayanihan (communal unity) in collectivist educational settings.
Objective: This descriptive phenomenological study aimed to explore and understand the lived experiences of undergraduate nursing students participating in simulation-based learning, specifically investigating their psychological transitions from active simulation scenarios to post-simulation debriefing.
Methods: A descriptive qualitative phenomenological approach was employed. Purposive sampling was used to recruit 12 undergraduate Bachelor of Science in Nursing students who had completed at least one semester of simulation-based learning. Data were collected through in-depth, semi-structured interviews via face-to-face and secure online platforms. The verbatim transcripts and field notes were systematically analyzed manually using Colaizzi’s (1978) seven-step phenomenological framework to ensure data immersion and structural integrity.
Results: The thematic analysis revealed that the lived experience of SBL is defined by an overarching essence: Controlled Metamorphosis from Student to Professional. Four primary themes emerged tracking this non-linear journey: (1) The Precipice of Panic, where students experience anticipatory paralysis and sudden cognitive fog under high-fidelity crisis conditions; (2) Decompression and Ontological Realignment, detailing the cathartic release of tension and the reframing of mistakes during the post-scenario transition; (3) The Social Architecture of Safety, highlighting how faculty guidance and collectivist peer cohesion (bayanihan) form a supportive relational scaffold; and (4) Controlled Metamorphosis, where independent decision-making and safe exposure to failure forge genuine, battle-tested clinical resilience.
Conclusion: The study concludes that high-fidelity simulation acts as a demanding psychological crucible that temporarily disrupts student confidence, yet serves as a necessary catalyst for identity transformation. The successful transition from academic passivity to professional accountability relies heavily on a supportive interpersonal ecosystem during debriefing. When educators cultivate psychological safety and mitigate cultural fears of public failure, simulation successfully turns dependent learners into resilient, practice-ready nursing professionals.