Linking learners’ emotions to learning: Perceptions of expert health professions simulation educators using a nominal group technique

Background Simulation-based education is emotion-provoking for learners, impacting learning. There is limited evidence regarding how health professions simulation educators support learners to understand and learn from the emotions they experience during simulation-based education. This study aimed to describe the strategies health professions simulation educators perceive can uncover learners' emotions and link these to learning. Methods A nominal group technique was conducted with expert health professions simulation educators to generate strategies to address the research aim. Quantitative data were analysed using descriptive statistics, and qualitative data generated during the group discussion were thematically analysed. Results Twelve simulation strategies used to uncover learners' emotions and link them to learning were identified. Qualitative themes generated from group discussion included (a) Preparing for learning ; (b) Tuning into emotions ; and (c) Unpacking emotions . Conclusions Preparing learners to experience emotions during simulation-based education promotes psychological safety and supports exploration that enhances the development of emotional regulation strategies. Reflection on emotions during debrief can assist learners to understand the influences and impact emotions have on learning and clinical practice.