Exploring Suspension of Disbelief Among Graduate and Undergraduate Nursing Students

Abstract

Background: The nature and process of suspending disbelief is complex, subjective, and has not been well researched in clinical simulation. Methods: A descriptive phenomenological approach with semistructured interviews explored student experiences of suspending disbelief during simulation-based learning. Results: Among the 18 (69%) graduate students and 8 (31%) undergraduate students, three themes emerged from participant narratives including (1) frame of mind, (2) environment, and (3) tempo. Subthemes of frame of mind included cognitive focus, apprehension, and confidence. Conclusion: Understanding nursing students' lived experiences of suspending disbelief can enhance the educator's ability to design and facilitate effective simulation, student development, and suspension of disbelief.