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 under Oman’s Ministry of Health were recruited using purposive sampling. Data were collected through in-depth interviews and analyzed using Colaizzi’s seven-step phenomenological method to identify the meaning 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}, pages = {109--122} doi = {10.14710/nmjn.v16i1.73491}, url = {https://ejournal.undip.ac.id/index.php/medianers/article/view/73491} }
Refworks Citation Data :
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 under Oman’s Ministry of Health were recruited using purposive sampling. Data were collected through in-depth interviews and analyzed using Colaizzi’s seven-step phenomenological method to identify the meaning 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.
Article Metrics:
Last update:
Last update: 2026-05-12 23:08:10
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):
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).
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 50275Telp.: +62-24-76480919; Fax.: +62-24-76486849E-mail: media_ners@live.undip.ac.id
(This policy statements has been updated at 24th January 2024)
