Date of Award


Document Type


Degree Name

Master of Science in Nursing (MScN)

First Supervisor/Advisor

Dr. Salma Rattani

Second Supervisor/Advisor

Ms. Zohra Khurji


School of Nursing and Midwifery, Pakistan


Background: Simulation-based education (SBE) provide novice and proficient student nurses a platform to learn and practice skills in a simulated environment, to become safe and competent nurses. This pedagogy is especially beneficial for those studying healthcare-related domains, as it permits students to gain hands-on expertise that is much more real and facilitating than the traditional methods of teaching. The role of nursing faculty is crucial in this process. Purpose The purpose of this study was to investigate the perceptions of nursing faculty members regarding SBE, as well as the facilitators and barriers of SBE.
Research Methods: An exploratory qualitative research methodology was used to explore the nursing faculty perspectives on simulation based education in nursing schools. These included one public and three private schools, offering undergraduate nursing (BScN) program. Thirty-three nurse academics participated in face-to-face focus group discussions. The focus group discussions were transcribed, and these transcripts were analyzed by following the steps of content analysis suggested by (Creswell & Creswell, 2018) .
Findings: The study revealed four major themes: (i) Nursing Faculty Viewpoints on SBE, (ii) Barriers of SBE, (iii) Factors facilitating SBE and (iv) The future of Simulation. The participants reported simulation as an effective pedagogy and highlighted its benefits, such as enhancing confidence and critical thinking skills; the barriers of SBE, including high expenses; lack of opportunities and interest in faculty; and limited availability of equipment. The facilitators of SBE were students completing pre-simulation activities and collaboration with other institutions. The future of simulation included faculty development, equipment availability, and involvement of higher authorities.
Conclusion: The study explored faculty views, and facilitators and barriers of SBE. The inclusion and promotion of facilitators as well as easing of barriers will help to support and assist faculty in teaching SBE and in enhancing students’ learning.

Included in

Nursing Commons