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Simulation provides a safe environment for nursing students to make mistakes, learn from them, and refine their skills without risking human patients. Simulation facilitates active, hands-on learning experiences that engage students in realistic patient care scenarios. Simulation often involves interdisciplinary collaboration, allowing nursing students to work alongside other healthcare professionals, such as physicians, pharmacists, and respiratory therapists. This qualitative exploratory study analyzed the confidence and apprehensions of nursing instructors (n=12) from Western Mindanao State University (WMSU) about integrating simulation for training and education. Through one-on-one interviews, findings indicated that while many expressed confidences in using simulation equipment, citing exposure during their academic and on-the-job training, others harbored concerns about instructional performance due to factors like limited resources and technical issues. WMSU instructors experienced enactive attainment which influences their self-efficacy in delivering quality simulation activities to their students. However, the study underscored the importance of addressing apprehensions related to technical issues and resource constraints. By providing adequate support systems, faculty development programs, and fostering a supportive social environment, institutions can empower nursing instructors to overcome these challenges and maximize the benefits of simulation-based education in preparing future healthcare professionals.
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Carpio et al. (2024) studied this question.
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