Simulation Based Learning in Nursing Education: Perceived Benefits and Barriers by Nurses Educators and Students

Abstract

Background: Simulation-Based Learning (SBL) bridges the gap between theory and clinical practice, enhancing patient safety and critical thinking in nurses. Aim: To assess perceived benefits and barriers by nurse educators and students about simulation-based learning. Design: A descriptive research design was used in this study. Setting: This study was conducted at faculty of nursing Helwan University. Subjects: All nurse educators who are involved in clinical teaching (N=59) and all students in the second and third year at the faculty of nursing. (N=464). Tools: Three tools were used for data collection: Nurse Educators and Students' knowledge about simulation-based learning, Nurse Educators' perception about simulation-based learning questionnaire ad Nurse Students' perception about simulation-based learning questionnaire. Results: Slightly more than two-thirds of