Nursing faculty perception on simulation-based education: A qualitative exploratory study at public and private nursing schools

Document Type

Article

Department

School of Nursing and Midwifery, Pakistan

Abstract

Objective: To explore the perceptions of nursing faculty regarding simulation-based education (SBE), and to identify its facilitators and barriers in undergraduate nursing education.
Methods: An exploratory qualitative study was conducted in four nursing institutions (three private, one public) in Pakistan. Faculty members meeting inclusion criteria were recruited through purposive sampling. Data were collected through face-to-face, focus group discussions using a semi-structured, pilot-tested interview guide developed from literature. Discussions were audio-recorded, transcribed verbatim, and analyzed manually using content analysis as described by Creswell and Creswell (2018). Trustworthiness was ensured through member checking, peer review, and detailed contextual descriptions. Ethical approval was obtained from Aga Khan University Ethical Review Committee (Ref: 2023-7968-23860).
Results: Thirty-three participants contributed to the study. Four major themes emerged: (1) nursing faculty viewpoints on SBE, (2) facilitators of SBE, (3) barriers to SBE, and (4) future directions of simulation. Faculty perceived SBE as an effective teaching-learning strategy that enhances clinical skills, critical thinking, and patient safety. Facilitators included student engagement and proactive faculty initiatives. Major barriers were limited financial and material resources, lack of regulatory support, and insufficient faculty training.  The fourth theme highlighted the future of simulation, emphasizing faculty development, resource availability, and strengthened institutional and regulatory support for effective SBE implementation.
Conclusion: SBE is recognized as a valuable pedagogical approach in nursing education; however, its implementation is constrained by resource limitations, lack of expertise, and inadequate regulatory frameworks. Strengthening faculty capacity, infrastructure, and policy support is essential to optimize the integration of SBE in nursing curricula.

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Publication (Name of Journal)

KMUJ: KHYBER MEDICAL UNIVERSITY JOURNAL

DOI

10.35845/kmuj.2026.23899

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