@Article{crph6196,
AUTHOR = {Israel, Mary Grace N. and Gatdula, Razzel Louise T. and Orbeta, Hector Alvin G. and Casabona, April M. and Miranda, Melannie Domingo and Fidel, Luzvi Villanueva- and Cruz, Jericho E. and Mabasa, Cliff Richard T.},
TITLE = {Simulation-Based Learning in Nursing Education: Perspectives of Student Nurses in the Philippines},
JOURNAL = {Current Research in Public Health},
VOLUME = {4},
YEAR = {2025},
NUMBER = {1},
PAGES = {120-125},
URL = {https://www.scipublications.com/journal/index.php/WJNR/article/view/6196},
ISSN = {2831-5162},
DOI = {10.31586/wjnr.2025.6196},
ABSTRACT = {Simulation-based learning (SBL) is widely recognized as an effective educational approach that bridges theory and practice in nursing education. Despite its global adoption, limited research has examined the experiences of Filipino nursing students with SBL, particularly in resource-constrained settings. This study explored the perspectives of Bachelor of Science in Nursing students from a university in Metro Manila, Philippines, on the impact of SBL on their skills, emotional responses, and challenges encountered. A descriptive qualitative design was employed using purposive sampling of ten students who had participated in at least one SBL activity. Data were collected through semi-structured interviews and short written reflections and analyzed thematically following Braun and Clarke’s framework to capture nuanced experiences. Three major themes emerged from the analysis. First, students reported initial anxiety, nervousness, and stress during their early SBL experiences, which gradually transformed into confidence, adaptability, and resilience as they gained familiarity and competence. Second, SBL enhanced technical and cognitive skills such as clinical judgment, decision-making, teamwork, and patient-centered care, supporting students’ readiness for real-world practice. Third, students identified resource limitations, insufficient equipment, and time constraints as significant barriers to optimal learning, though these challenges also fostered creativity and perseverance. The findings demonstrate that SBL fosters technical competence, critical thinking, and professional growth but requires institutional support to address resource constraints and faculty development needs. This study underscores the importance of expanding SBL in Philippine nursing curricula to align with international best practices and to contribute to Sustainable Development Goals 3 (good health and well-being), 4 (quality education), and 5 (gender equality).},
}

%0 Journal Article
%A Israel, Mary Grace N.
%A Gatdula, Razzel Louise T.
%A Orbeta, Hector Alvin G.
%A Casabona, April M.
%A Miranda, Melannie Domingo
%A Fidel, Luzvi Villanueva-
%A Cruz, Jericho E.
%A Mabasa, Cliff Richard T.
%D 2025
%J Current Research in Public Health

%@ 2831-5162
%V 4
%N 1
%P 120-125

%T Simulation-Based Learning in Nursing Education: Perspectives of Student Nurses in the Philippines
%M doi:10.31586/wjnr.2025.6196
%U https://www.scipublications.com/journal/index.php/WJNR/article/view/6196

TY  - JOUR
AU  - Israel, Mary Grace N.
AU  - Gatdula, Razzel Louise T.
AU  - Orbeta, Hector Alvin G.
AU  - Casabona, April M.
AU  - Miranda, Melannie Domingo
AU  - Fidel, Luzvi Villanueva-
AU  - Cruz, Jericho E.
AU  - Mabasa, Cliff Richard T.
TI  - Simulation-Based Learning in Nursing Education: Perspectives of Student Nurses in the Philippines
T2  - Current Research in Public Health
PY  - 2025
VL  - 4
IS  - 1
SN  - 2831-5162
SP  - 120
EP  - 125
UR  - https://www.scipublications.com/journal/index.php/WJNR/article/view/6196
AB  - Simulation-based learning (SBL) is widely recognized as an effective educational approach that bridges theory and practice in nursing education. Despite its global adoption, limited research has examined the experiences of Filipino nursing students with SBL, particularly in resource-constrained settings. This study explored the perspectives of Bachelor of Science in Nursing students from a university in Metro Manila, Philippines, on the impact of SBL on their skills, emotional responses, and challenges encountered. A descriptive qualitative design was employed using purposive sampling of ten students who had participated in at least one SBL activity. Data were collected through semi-structured interviews and short written reflections and analyzed thematically following Braun and Clarke’s framework to capture nuanced experiences. Three major themes emerged from the analysis. First, students reported initial anxiety, nervousness, and stress during their early SBL experiences, which gradually transformed into confidence, adaptability, and resilience as they gained familiarity and competence. Second, SBL enhanced technical and cognitive skills such as clinical judgment, decision-making, teamwork, and patient-centered care, supporting students’ readiness for real-world practice. Third, students identified resource limitations, insufficient equipment, and time constraints as significant barriers to optimal learning, though these challenges also fostered creativity and perseverance. The findings demonstrate that SBL fosters technical competence, critical thinking, and professional growth but requires institutional support to address resource constraints and faculty development needs. This study underscores the importance of expanding SBL in Philippine nursing curricula to align with international best practices and to contribute to Sustainable Development Goals 3 (good health and well-being), 4 (quality education), and 5 (gender equality).
DO  - Simulation-Based Learning in Nursing Education: Perspectives of Student Nurses in the Philippines
TI  - 10.31586/wjnr.2025.6196
ER  -