Aldolaim Sadeg, Aldossary Latifa Abdullah, Almomin Ibtihal Abdulhadial, Haitham Areej Abdulghani
Fundamentals of Nursing Department, College of Nursing, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
BMC Nurs. 2025 Aug 13;24(1):1066. doi: 10.1186/s12912-025-03649-x.
Nursing students often find transitioning from classroom learning to clinical practice to be a challenging process, particularly in pediatric care where direct patient contact can be limited. High-fidelity simulation (HFS) and problem-based learning (PBL) have emerged as innovative educational approaches to help bridge this gap, offering students safe, structured environments to develop clinical competence.
This qualitative study explored the lived experiences of final-year pediatric nursing students who participated in HFS and PBL during their clinical rotations. Semi-structured interviews were conducted, and data were analyzed using Moustakas' transcendental phenomenological method. The study followed COREQ guidelines to ensure methodological transparency and rigor.
Four themes emerged from the data: (1) Benefits of HFS and PBL, describing enhanced clinical confidence, decision-making, and practical skills; (2) Effect of Integrative Learning, highlighting the meaningful connection between theory and practice through guided reflection and teamwork; (3) Challenge to Respond to the Real Child, reflecting students' concerns about applying simulation-learned skills in emotionally demanding pediatric settings; and (4) Necessity of Collaboration, underscoring the importance of interdisciplinary engagement and broader clinical exposure.
This study demonstrates how HFS and PBL can enhance students' preparation for pediatric clinical practice, enabling them to develop into competent and compassionate professionals. At the same time, the findings point to key areas for improvement, such as increasing simulation realism, strengthening faculty facilitation skills, and incorporating culturally responsive communication scenarios. A more intentional curriculum design, ongoing faculty development, and collaborative, interdisciplinary learning opportunities can be derived from these insights. Grounded in experiential learning theory, these strategies offer a pathway toward more holistic and contextually relevant nursing education.
Not applicable.
护理专业学生常常发现从课堂学习过渡到临床实践是一个具有挑战性的过程，尤其是在儿科护理中，因为与患者的直接接触可能有限。高保真模拟（HFS）和基于问题的学习（PBL）已成为创新的教育方法，以帮助弥合这一差距，为学生提供安全、结构化的环境来培养临床能力。
这项定性研究探讨了在临床实习期间参与高保真模拟和基于问题的学习的儿科护理专业最后一年学生的生活经历。进行了半结构化访谈，并使用穆斯塔卡斯的先验现象学方法对数据进行了分析。该研究遵循COREQ指南以确保方法的透明度和严谨性。
数据中出现了四个主题：（1）高保真模拟和基于问题的学习的益处，描述了临床信心、决策能力和实践技能的提高；（2）整合学习的效果，强调通过引导性反思和团队合作在理论与实践之间建立有意义的联系；（3）应对真实儿童的挑战，反映了学生对在情感要求较高的儿科环境中应用模拟所学技能的担忧；（4）合作的必要性，强调跨学科参与和更广泛临床接触的重要性。
本研究表明高保真模拟和基于问题的学习如何能够增强学生对儿科临床实践的准备，使他们成长为有能力且富有同情心的专业人员。同时，研究结果指出了需要改进的关键领域，例如提高模拟的逼真度、加强教师的引导技能以及纳入具有文化适应性的沟通场景。基于这些见解，可以得出更具针对性的课程设计、持续的教师发展以及协作性的跨学科学习机会。基于体验式学习理论，这些策略为实现更全面且与实际情境相关的护理教育提供了一条途径。
不适用。
