Lived Experience in Simulation: Student Perspectives of Learning From Two Lenses

Background: This article explores undergraduate nursing students' Lived experience of Learning during high-fidelity simulation (HFS). Literature is conflicting regarding the Learning experience in different roles. Method: An interpretive phenomenological qualitative study was completed to gain a better understanding of the Lived experience of student Learning in HFS. Data collection included both written reflections and semi structures interviews regarding student Learning in simulation and factors that affected that Learning. Results and Conclusions: A supportive Learning environment is a key for Learning in HFS. Anxiety and stress can impact student Learning, and measures to keep anxiety at optimal Levels need to be continual focus in HFS. Observers in this study preferred the observer role and describe it as pressure off' Learning. Doing simulation more often in the program and having an opportunity for a do-over in simulation were identified as areas that would enhance student Learning. Crown Copyright (C) 2019 Published by Elsevier Inc. on behalf of International Nursing Association for Clinical Simulation and Learning. All rights reserved.