Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical Simulations

Clinical simulation is a pivotal educational strategy in nursing, facilitating the integration of theoretical knowledge with practical skills in a safe environment. While the benefits of simulation in enhancing technical and non-technical competencies are well-documented, the transition of nursing s...

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Autores: García Salido, Cristina, Ramírez Baraldes, Estel·la, García Gutiérrez, Daniel
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:UVic-UCC
Repositorio:RiUVic. Repositori institucional de la UVic-UCC
OAI Identifier:oai:dspace.uvic.cat:10854/180235
Acceso en línea:http://hdl.handle.net/10854/180235
https://doi.org/10.3390/nursrep14040267
Access Level:acceso abierto
Palabra clave:Estudiants d'infermeria
Desenvolupament professional
Simulació clínica
614
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spelling Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical SimulationsGarcía Salido, CristinaRamírez Baraldes, Estel·laGarcía Gutiérrez, DanielEstudiants d'infermeriaDesenvolupament professionalSimulació clínica614Clinical simulation is a pivotal educational strategy in nursing, facilitating the integration of theoretical knowledge with practical skills in a safe environment. While the benefits of simulation in enhancing technical and non-technical competencies are well-documented, the transition of nursing students to the role of instructors within these simulations remains underexplored, particularly in the Spanish context. This study aims to investigate how assuming the instructor role in clinical simulations impacts the professional development of fourth-year nursing students. Methods: A qualitative study employing an interpretative phenomenological approach was conducted to deeply understand the experiences and perceptions of nursing students transitioning to instructors in clinical simulations. Nine fourth-year nursing students from the University of Vic—Central University of Catalonia (UVic-UCC) were purposively selected to ensure diverse perspectives. Data were collected through semi-structured interviews, a focus group, and non-participant observations, achieving data saturation. Thematic analysis, guided by Braun and Clarke’s methodology, was utilized to identify and organize emergent themes related to professional development and pedagogical competencies. Results: The transition to the instructor role significantly enhanced both technical and non-technical competencies among the participants. Key findings include improved leadership, decision-making, and effective communication skills. Student-led debriefing sessions were identified as crucial for fostering deeper reflection and enhancing the ability to provide and receive constructive feedback. Conclusions: Assuming the instructor role in clinical simulations offers substantial pedagogical benefits, enriching the professional development of nursing students by strengthening essential competencies. These findings underscore the value of integrating instructor roles within nursing education programs in Spain, suggesting that such practices can lead to more competent and confident healthcare professionals. This study was not registered.info:eu-repo/semantics/publishedVersionMDPIUniversitat de Vic - Universitat Central de Catalunya. Facultat de Ciències de la Salut de ManresaUniversitat de Vic - Universitat Central de Catalunya. Grup de Recerca en Innovació Transformativa i Simulació (GRITS)Institut de Recerca i Innovació en Ciències de la Vida i de la Salut a la Catalunya Central (IRIS-CC)Althaia. Xarxa Assistencial Universitaria de Manresa2025202520242024info:eu-repo/semantics/article15 p.application/pdfhttp://hdl.handle.net/10854/180235https://doi.org/10.3390/nursrep14040267reponame:RiUVic. Repositori institucional de la UVic-UCCinstname:UVic-UCCInglésAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:dspace.uvic.cat:10854/1802352026-06-07T19:15:21Z
dc.title.none.fl_str_mv Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical Simulations
title Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical Simulations
spellingShingle Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical Simulations
García Salido, Cristina
Estudiants d'infermeria
Desenvolupament professional
Simulació clínica
614
title_short Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical Simulations
title_full Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical Simulations
title_fullStr Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical Simulations
title_full_unstemmed Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical Simulations
title_sort Learners to Leaders: Impact of Instructor Roles on Nursing Students’ Professional Development in Clinical Simulations
dc.creator.none.fl_str_mv García Salido, Cristina
Ramírez Baraldes, Estel·la
García Gutiérrez, Daniel
author García Salido, Cristina
author_facet García Salido, Cristina
Ramírez Baraldes, Estel·la
García Gutiérrez, Daniel
author_role author
author2 Ramírez Baraldes, Estel·la
García Gutiérrez, Daniel
author2_role author
author
dc.contributor.none.fl_str_mv Universitat de Vic - Universitat Central de Catalunya. Facultat de Ciències de la Salut de Manresa
Universitat de Vic - Universitat Central de Catalunya. Grup de Recerca en Innovació Transformativa i Simulació (GRITS)
Institut de Recerca i Innovació en Ciències de la Vida i de la Salut a la Catalunya Central (IRIS-CC)
Althaia. Xarxa Assistencial Universitaria de Manresa
dc.subject.none.fl_str_mv Estudiants d'infermeria
Desenvolupament professional
Simulació clínica
614
topic Estudiants d'infermeria
Desenvolupament professional
Simulació clínica
614
description Clinical simulation is a pivotal educational strategy in nursing, facilitating the integration of theoretical knowledge with practical skills in a safe environment. While the benefits of simulation in enhancing technical and non-technical competencies are well-documented, the transition of nursing students to the role of instructors within these simulations remains underexplored, particularly in the Spanish context. This study aims to investigate how assuming the instructor role in clinical simulations impacts the professional development of fourth-year nursing students. Methods: A qualitative study employing an interpretative phenomenological approach was conducted to deeply understand the experiences and perceptions of nursing students transitioning to instructors in clinical simulations. Nine fourth-year nursing students from the University of Vic—Central University of Catalonia (UVic-UCC) were purposively selected to ensure diverse perspectives. Data were collected through semi-structured interviews, a focus group, and non-participant observations, achieving data saturation. Thematic analysis, guided by Braun and Clarke’s methodology, was utilized to identify and organize emergent themes related to professional development and pedagogical competencies. Results: The transition to the instructor role significantly enhanced both technical and non-technical competencies among the participants. Key findings include improved leadership, decision-making, and effective communication skills. Student-led debriefing sessions were identified as crucial for fostering deeper reflection and enhancing the ability to provide and receive constructive feedback. Conclusions: Assuming the instructor role in clinical simulations offers substantial pedagogical benefits, enriching the professional development of nursing students by strengthening essential competencies. These findings underscore the value of integrating instructor roles within nursing education programs in Spain, suggesting that such practices can lead to more competent and confident healthcare professionals. This study was not registered.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10854/180235
https://doi.org/10.3390/nursrep14040267
url http://hdl.handle.net/10854/180235
https://doi.org/10.3390/nursrep14040267
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 15 p.
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:RiUVic. Repositori institucional de la UVic-UCC
instname:UVic-UCC
instname_str UVic-UCC
reponame_str RiUVic. Repositori institucional de la UVic-UCC
collection RiUVic. Repositori institucional de la UVic-UCC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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