Immersive simulation training on nursing health assessment among undergraduate nursing students and facilitators: A mixed methods study

Background: Immersion is an important indicator of successful learning in immersive simulation; however, its hindrances, including jumps in time or space and insufficient problem-solving opportunities, have been reported. This study aimed to comprehensively understand nursing students’ and facilitators’ experiences in immersive simulation on nursing health assessment. Methods: A mixed methods design was employed comprising questionnaires post-simulation to ascertain nursing students’ immersion and learning satisfaction and semi-structured interviews with nursing students and facilitators to explore experiences in immersive simulation. Quantitative descriptive statistics and Pearson correlation test, and qualitative content analysis were used for analysis. Results: A total of 208 second-year undergraduate nursing students completed the questionnaire, yielding a high level of immersion (4.97 out of 7) and learning satisfaction (4.29 out of 5). Interest, emotional attachment and time investment were aspects of immersion that were significantly correlated with learning satisfaction (p < .001). Interviews were conducted with four facilitators and 25 nursing students with similar themes emerged: Interest and emotional attachment, learning satisfaction, and areas of improvement. Conclusions: The simulation provided an immersive experience and satisfied learning on nursing health assessment among the nursing students. Their interest and emotional attachment are important elements to be considered in designing immersive simulation. Both facilitators and nursing students advocated for additional time for deliberate practice and a clearer explanation of learning objectives.