Simulation-Based Learning in Emergency Nursing Practice: A Phenomenological Study

Hardin La Ramba; Olivia P. Tapit; Tommy Jemmy Fansiscus Wowor; Yarwin Yari; Elizabeth Monteiro; Samsinar Butar Butar; Elizabeth C. Baua; Josephine Daquioag D. Lorica; Jessus B. Pizzaro; Wireen Leila T. Dator; Hezel N. Villagracia; Melenie Reboldera Adolfo; Aisha Sultan Hamood Al-Azri

doi:10.14710/nmjn.v16i1.73491

DOI: https://doi.org/10.14710/nmjn.v16i1.73491

Simulation-Based Learning in Emergency Nursing Practice: A Phenomenological Study

*Hardin La Ramba

- Department of Disaster Nursing, Emergency Nursing, and Community Health Nursing, Sekolah Tinggi Ilmu Kesehatan (STIKes) RS Husada Jakarta, Indonesia

Olivia P. Tapit

- Khoula Hospital Sultanate of Oman, Oman

Tommy Jemmy Fansiscus Wowor - Department of Nursing, Faculty of Health Sciences, Universitas National, Indonesia

Yarwin Yari

- Department of Adult Health Nursing, Sekolah Tinggi Ilmu Kesehatan (STIKes) RS Husada Jakarta, Indonesia

Elizabeth Monteiro - Department of Nursing, Sekolah Tinggi Ilmu Kesehatan (STIKes) Mayapada, Indonesia

Samsinar Butar Butar - Department of Nursing, Sekolah Tinggi Ilmu Kesehatan (STIKes) PGI Cikini, Indonesia

Elizabeth C. Baua

- Graduate School, St. Paul University Philippines, Philippines

Josephine Daquioag D. Lorica

- Graduate School, St. Paul University Philippines, Philippines

Jessus B. Pizzaro - Graduate School, St. Paul University Philippines, Philippines

Wireen Leila T. Dator

- Department of Medical-Surgical Nursing, College of Nursing, Princess Nourah Bint Abdulrahman University, Saudi Arabia

Hezel N. Villagracia

- Department of Medical-Surgical Nursing, College of Nursing, University of Ha’il, Saudi Arabia

Melenie Reboldera Adolfo

- Graduate School, St. Paul University Philippines, Philippines

Aisha Sultan Hamood Al-Azri - Ministry of Health, Quality Assurance Center, Oman

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

BibTex Citation Data :

@article{NMJN73491,
    author = {Hardin La Ramba and Olivia Tapit and Tommy Wowor and Yarwin Yari and Elizabeth Monteiro and Samsinar Butar Butar and Elizabeth Baua and Josephine Lorica and Jessus Pizzaro and Wireen Dator and Hezel Villagracia and Melenie Adolfo and Aisha Sultan Hamood Al-Azri},
    title = {Simulation-Based Learning in Emergency Nursing Practice: A Phenomenological Study},
    journal = {Nurse Media Journal of Nursing},
  volume = {16},
    number = {1},
    year = {2026},
    keywords = {Emergency nursing; lived experiences; phenomenology; professional development; simulation-based learning},
    abstract = {  Background:  Simulation-based learning (SBL) is widely used in nursing education, especially in high-risk settings such as emergency departments. However, limited qualitative research has explored how emergency nurses experience simulation in clinical practice.   Purpose:  This study aimed to explore emergency room nurses’ lived experiences of simulation-based learning and to understand how simulation contributes to their professional development and clinical practice.   Methods:  A descriptive phenomenological approach was used. Ten emergency room nurses from a public hospital in the Sultanate of Oman were recruited using purposive sampling. Data were collected through in-depth interviews and analyzed using Colaizzi’s seven-step phenomenological method to identify the significance of participants’ experiences.   Results:  Three themes emerged from the analysis: (1) simulation as a bridge between theory and clinical practice, where simulation enabled nurses to translate theoretical knowledge into practical decision-making in realistic emergency scenarios; (2) developing professional confidence and clinical competence, where repeated simulation practice strengthened clinical skills, preparedness, and confidence; and (3) simulation as a strategy for improving nursing services, where participants perceived simulation as contributing to improved clinical performance, teamwork, and patient care quality. Participants also identified practical challenges, including scheduling constraints and workload demands, which limited participation in simulation activities.   Conclusion:  Simulation-based learning is experienced by emergency nurses as a meaningful experiential learning process that supports the integration of theoretical knowledge with clinical practice. In addition to improving individual competencies, simulation contributes to professional confidence, teamwork, and the quality of emergency care. Further research across diverse healthcare settings is needed to explore its long-term impact on nursing practice and patient outcomes. },
   issn = {2406-8799},  doi = {10.14710/nmjn.v16i1.73491},
    url = {https://ejournal.undip.ac.id/index.php/medianers/article/view/73491}
}

Citation Format:

Abstract

Background: Simulation-based learning (SBL) is widely used in nursing education, especially in high-risk settings such as emergency departments. However, limited qualitative research has explored how emergency nurses experience simulation in clinical practice.

Purpose: This study aimed to explore emergency room nurses’ lived experiences of simulation-based learning and to understand how simulation contributes to their professional development and clinical practice.

Methods: A descriptive phenomenological approach was used. Ten emergency room nurses from a public hospital in the Sultanate of Oman were recruited using purposive sampling. Data were collected through in-depth interviews and analyzed using Colaizzi’s seven-step phenomenological method to identify the significance of participants’ experiences.

Results: Three themes emerged from the analysis: (1) simulation as a bridge between theory and clinical practice, where simulation enabled nurses to translate theoretical knowledge into practical decision-making in realistic emergency scenarios; (2) developing professional confidence and clinical competence, where repeated simulation practice strengthened clinical skills, preparedness, and confidence; and (3) simulation as a strategy for improving nursing services, where participants perceived simulation as contributing to improved clinical performance, teamwork, and patient care quality. Participants also identified practical challenges, including scheduling constraints and workload demands, which limited participation in simulation activities.

Conclusion: Simulation-based learning is experienced by emergency nurses as a meaningful experiential learning process that supports the integration of theoretical knowledge with clinical practice. In addition to improving individual competencies, simulation contributes to professional confidence, teamwork, and the quality of emergency care. Further research across diverse healthcare settings is needed to explore its long-term impact on nursing practice and patient outcomes.

Fulltext Email colleagues

Keywords: Emergency nursing; lived experiences; phenomenology; professional development; simulation-based learning

Article Metrics:

Article Info

Section: Articles

Language : EN

In Vol 16, No 1 (2026): (April 2026) [In Progress]

Most cited articles

Effect of Self-Efficacy Enhancing Education Program on Family Caregivers’ Competencies in Caring for Patients with mild Traumatic Brain Injury in Yogyakarta, Indonesia Teaching Pain Management to Student Nurses: A Literature Review Surgical Site Infection among Women Post Cesarean Section: An Integrative Review Effects of Islamic Spiritual Mindfulness on Stress among Nursing Students Front Matter More cited articles

Al Gharibi, K. A., & Arulappan, J. (2020). Repeated simulation experience on self-confidence, critical thinking, and competence of nurses and nursing students—An integrative review. SAGE Open Nursing, 6, 1–8. https://doi.org/10.1177/2377960820927377
Alharbi, A., Nurfianti, A., Mullen, R. F., McClure, J. D., & Miller, W. H. (2024). The effectiveness of simulation-based learning (SBL) on students’ knowledge and skills in nursing programs: A systematic review. BMC Medical Education, 24, 1099. https://doi.org/10.1186/s12909-024-06080-z
Alharbi, K. N., & Alharbi, M. F. (2022). Self-confidence and satisfaction of nursing students after simulation experience: Literature review. International Journal of Biotech Trends and Technology, 12(1), 1–8. https://doi.org/10.14445/22490183/ijbtt-v12i1p601
Almeida, R. S., Mazzo, A., Martins, J., Jorge, B. M., Souza Júnior, V. D. S., & Mendes, I. (2019). Self-confidence in the care of critically ill patients: Before and after a simulated intervention. Revista Brasileira de Enfermagem. https://doi.org/10.1590/0034-7167-2018-0758
Alanazi, A. A., Nicholson, N., & Thomas, S. L. (2017). The use of simulation training to improve knowledge, skills, and confidence among healthcare students: A systematic review. The Internet Journal of Allied Health Sciences and Practice, 15(3), Article 6. https://doi.org/10.46743/1540-580x/2017.1666
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Cant, R., & Cooper, S. (2017). Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse Education Today, 49, 63–71. https://doi.org/10.1016/j.nedt.2016.11.015
Colaizzi, P. (1978). Psychological research as a phenomenologist views it. In R. S. Valle & M. King (Eds.), Existential phenomenological alternatives for psychology. Open University Press
Daneshfar, M., & Moonaghi, H. K. (2025). The impact of clinical simulation on bridging the theory–practice gap in nursing education: A systematic review. BMC Medical Education, 25, 1216. https://doi.org/10.1186/s12909-025-07790-8
Elhakam, E. M. A., Elshabory, N. E. M., & others. (2022). Effect of simulation-based training on maternity nurses’ performance and self-efficacy regarding management of preeclampsia. Evidence-Based Nursing Research, 4(3), 34–45. https://doi.org/10.47104/ebnrojs3.v4i3.246
El Hussein, M. T., & Cuncannon, A. (2022). Nursing students’ transfer of learning from simulated clinical experiences into clinical practice: A scoping review. Nurse Education Today, 112, 105327. https://doi.org/10.1016/j.nedt.2022.105327
Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press
Haukedal, T. A., Reierson, I. Å., Hedeman, H., & Bjørk, I. T. (2018). The impact of a new pedagogical intervention on nursing students’ knowledge acquisition in simulation-based learning: A quasi-experimental study. Nursing Research and Practice, 2018, 1–10. https://doi.org/10.1155/2018/7437386
Hayes, C., Jackson, D., Davidson, P., Daly, J., & Power, T. (2017). Pondering practice: Enhancing the art of reflection. Journal of Clinical Nursing, 26, 1815–1824. https://doi.org/10.1111/jocn.13876
Husserl, E. (2012). Ideas: General introduction to pure phenomenology (D. Moran, Intro.). Routledge
Husserl, E. (1983). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy: First book—General introduction to a pure phenomenology (F. Kersten, Trans.). The Hague: Martinus Nijhoff Publishers
Hustad, J., Johannesen, B., Fossum, M., & Hovland, O. J. (2019). Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: A focus-group study. BMC Nursing, 18, 53. https://doi.org/10.1186/s12912-019-0376-5
Johnston, S., Coyer, F., & Nash, R. (2017). Simulation debriefing based on principles of transfer of learning: A pilot study. Nurse Education in Practice, 26, 102–108. https://doi.org/10.1016/j.nepr.2017.08.002
Kaldheim, H. K. A., Fossum, M., Munday, J., Creutzfeldt, J., & Slettebø, Å. (2023). Professional competence development through interprofessional simulation-based learning assists perioperative nurses in postgraduation acute clinical practice situations: A qualitative study. Journal of Clinical Nursing, 32, 2757–2772. https://doi.org/10.1111/jocn.16377
Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I. V., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in clinical nursing education. Acta Informatica Medica, 29(1), 15–20. https://doi.org/10.5455/AIM.2021.29.15-20
Lewis, K. A., Ricks, T. N., Rowin, A., Ndlovu, C., Goldstein, L., & McElvogue, C. (2019). Does simulation training for acute care nurses improve patient safety outcomes: A systematic review to inform evidence-based practice. Worldviews on Evidence-Based Nursing, 16(5), 389–396. https://doi.org/10.1111/wvn.12396
Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage
Mohamed, S. A., & Fashafsheh, I. H. (2019). The effect of simulation-based training on nursing students’ communication skill, self-efficacy and clinical competence for nursing practice. Open Journal of Nursing, 9(8), 855–869. https://doi.org/10.4236/ojn.2019.98064
Mulyadi, M., Tonapa, S. I., Rompas, S. S. J., Wang, R.-H., & Lee, B.-O. (2021). Effects of simulation technology-based learning on nursing students’ learning outcomes: A systematic review and meta-analysis of experimental studies. Nurse Education Today, 107, 105127. https://doi.org/10.1016/j.nedt.2021.105127
Oh, S., & Park, J. (2023). A literature review of simulation-based nursing education in Korea. Nursing Reports, 13(1), 506–517. https://doi.org/10.3390/nursrep13010046
Prakoeswa, A. C., Arofiati, F., & Hidayah, N. (2022). The effect of basic trauma and cardiac life support training in increasing the competence of emergency room nurses. Jurnal Ners, 17(1), 8–13. https://doi.org/10.20473/jn.v17i1.33754
Radkowitsch, A., Sailer, M., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2021). Learning to diagnose collaboratively: Effects of adaptive collaboration scripts in agent-based medical simulations. Learning and Instruction, 75, 101487. https://doi.org/10.1016/j.learninstruc.2021.101487
Salifu, D. A., Heymans, Y., & Christmals, C. Dela. (2022). A simulation-based clinical nursing education framework for a low-resource setting: A multimethod study. Healthcare, 10(9), 1–23. https://doi.org/10.3390/healthcare10091639
Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H., & Jinks, C. (2018). Saturation in qualitative research: Exploring its conceptualization and operationalization. Quality & Quantity, 52, 1893–1907. https://doi.org/10.1007/s11135-017-0574-8
Uppor, W., Klunklin, A., Viseskul, N., & Skulphan, S. (2024). Effects of experiential learning simulation-based learning program on clinical judgment among obstetric nursing students. Clinical Simulation in Nursing, 92, 101553. https://doi.org/10.1016/j.ecns.2024.101553
Wang, W., Han, C., Zhang, X., Tong, Y., Zhao, R., Wang, B., Xing, W., Wang, N., & Chen, C. (2021). Application of in situ simulation teaching in the training of trainee nurses to respond to emergencies. Annals of Palliative Medicine, 10(4), 4509–4515. https://doi.org/10.21037/apm-21-545

Last update:

No citation recorded.

Last update: 2026-04-21 15:09:34

No citation recorded.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal Author(s) Rights

In order for the Department of Nursing, Faculty of Medicine, Universitas Diponegoro to publish and disseminate research articles, we need non-exclusive publishing rights (transferred from the author(s) to the publisher). This is determined by a publishing agreement between the author(s) and the Department of Nursing, Faculty of Medicine, Universitas Diponegoro. This agreement involves the transfer or licensing of the copyright for publishing to the publisher, while authors still retain significant rights to use and share their own published articles. The Department of Nursing, Faculty of Medicine, Universitas Diponegoro supports the need for authors to share, disseminate, and maximize the impact of their research through these rights in any databases.

As the author(s), you have rights to a wide range of uses of your article, including use by your employing institution or company. These author rights can be exercised without the need to obtain specific permission. Authors publishing in the Nurse Media Journal of Nursing have extensive rights to use their works for teaching and scholarly purposes without needing to seek permission, including (but not limited to):

use for classroom teaching by the author or the author’s institution and presentation at a meeting or conference, including distributing copies to attendees;
use for internal training by the author’s company;
distribution to colleagues for their research use;
use in a subsequent compilation of the author’s works;
inclusion in a thesis or dissertation;
reuse of portions or extracts from the article in other works (with full acknowledgment of the final article);
preparation of derivative works (other than for commercial purposes) (with full acknowledgment of the final article);
voluntary posting on open websites operated by the author or the author’s institution for scholarly purposes;

following the open access license of the Creative Commons CC BY-SA License.

Authors, readers, and third parties can copy and redistribute the material in any medium or format, as well as remix, transform, and build upon the material for any purpose, even commercially, but they must give appropriate credit (including the name of the creator and attribution parties, detailed information about the authors, a copyright notice, an open access license notice, a disclaimer notice, and a link to the material), provide a link to the license, and indicate if changes were made. The publisher will indicate any modification of the material (if any) and retain an indication of previous modifications using a CrossMark Policy and information about Erratum-Corrigendum notifications.

Authors, readers, and third parties can read, print, and download, redistribute or republish the article (e.g., display it in a repository), translate the article, download it for text and data mining purposes, reuse portions or extracts from the article in other works, sell or reuse it for commercial purposes, remix, transform, or build upon the material. They must distribute their contributions under the same license as the original Creative Commons Attribution-ShareAlike (CC BY-SA).

Copyright Transfer Agreement for Publishing (Publishing Right)

The Authors submitting a manuscript do so on the understanding that if accepted for publication, non-exclusive right for publishing (publishing right) of the article shall be assigned/transferred to Publisher of the Nurse Media Journal of Nursing (Department of Nursing, Faculty of Medicine, Universitas Diponegoro).

Upon acceptance of an article, authors will be asked to complete a 'Copyright Transfer Agreement for Publishing (CTAP)'. An e-mail will be sent to the Corresponding Author confirming receipt of the manuscript together with a 'Copyright Transfer Agreement for Publishing' form by online version of this agreement.

Nurse Media Journal of Nursing and Department of Nursing, Faculty of Medicine, Universitas Diponegoro, the Editors and the Editorial Board make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in the Nurse Media Journal of Nursing are sole and exclusive responsibility of their respective authors and advertisers.

Please note that even though we ask for a transfer of copyright for publishing (CTAP), our journal Author(s) retain (or are granted back) significant scholarly rights as mentioned before.

The Copyright Transfer Agreement for Publishing (CTAP) Form can be downloaded here: [Copyright Transfer Agreement for Publishing (CTAP) Form NMJN 2024]

The copyright form should be signed electronically and send to the Editorial Office in the form of original e-mail below:

Dr. Sri Padma Sari (Editor-in-Chief)
Editorial Office of Nurse Media Journal of Nursing
Department of Nursing, Faculty of Medicine, Universitas Diponegoro
Jl. Prof. Soedarto, Tembalang, Semarang, Central Java, Indonesia 50275
Telp.: +62-24-76480919; Fax.: +62-24-76486849
E-mail: media_ners@live.undip.ac.id

(This policy statements has been updated at 24th January 2024)

Simulation-Based Learning in Emergency Nursing Practice: A Phenomenological Study

Journal Author(s) Rights

Copyright Transfer Agreement for Publishing (Publishing Right)

OFFICE INFORMATION