Nursing Students' Perceptions of Using Branching Simulation: A Qualitative Descriptive Study

Abstract

Previous intervention studies have shown that branching simulation (BS) unfolds the complex multidimensional aspects of challenging health problems. The present study aimed to examine graduate nursing students' perceptions of using BS in professional training. This study used a qualitative descriptive design with semi-structured interviews with a sample of 20 graduate nursing students. Four main themes emerged from the results: (a) BS as a support to students' professional training, (b) BS leads to changes in clinical practice, (c) whether BS is a stressful learning experience, and (d) BS versus traditional lecturing. The participating students perceived BS as a valid learning tool that enables them to improve their critical thinking and decision-making skills, self-confidence, practical and theoretical preparation, and multidisciplinary teamwork and collaboration. Despite the identified advantages of BS, future research is needed to examine the effectiveness of incorporating BS in nursing practice.