Student Nurse Experiences of Learning from Clinical Practice and Simulations in New Zealand: A Descriptive Qualitative Study

In New Zealand, finding quality learning opportunities in the clinical setting is often challenging. In response, using simulation as an alternate learning environment has been proposed. Literature related to the substitution of clinical experience with simulation is relatively sparse and, in New Zealand, non-existent. This study sought to answer the foundational issue of how students experience learning in the simulation and clinical environment. The research question was: ‘how do nursing students in New Zealand experience simulation and clinical practice as an environment for learning?’ This research used a descriptive qualitative design based on in-depth semi-structured interviews with twelve nursing students and written reflective stories from students' clinical practice. Students' experiences in the two learning environments were different. These differences were associated with relational care, predictability, responsibility and managing critical incidents. Each environment offered nursing students valuable, yet unique learning opportunities. The key to educating nursing students is ensuring that both simulations and clinical practice are appropriately placed in the nursing curriculum while recognising their strengths and weaknesses. •Nursing students in New Zealand valued the risk-free nature of simulation.•There was a feeling in simulation that their actions did not really matter.•Simulation was seen as predictable and the debriefing session as feedback focused.•Students experienced a range of emotions in clinical which encouraged reflection.•Each environment offered the students valuable, yet unique learning opportunities.