DOI: 10.32322/jhsm.1970622 ISSN: 2636-8579

Exploring nursing students’ perceptions of a simulation-based clinical decision-making module: implications for professional identity and confidence

Bilge Delibalta, Yeter Kurt, Ebru Turhal, Fulya Batmaz, Ahmet Kağan Özkaya
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Aims: Clinical decision-making is a fundamental component of safe and effective nursing practice. Simulation-based learning (SBL) has emerged as an innovative educational strategy to support students’ clinical reasoning, professional development, and preparedness for practice. However, relatively little is known about how nursing students perceive simulation-based clinical decision-making experiences in relation to their professional identity, professional responsibility, and confidence. This study aimed to explore final-year nursing students’ experiences of a simulation-based clinical decision-making module (CDMM), with particular attention to their perceptions of professional identity, professional responsibility, and confidence in clinical decision-making.Methods: A qualitative descriptive study was conducted with twelve final-year nursing students from a state university in Turkiye. Participants completed a two-day simulation-based CDMM in March 2023 and subsequently participated in semi-structured individual interviews. Data were analysed using Braun and Clarke’s six-phase thematic analysis.Results: Four interrelated themes were identified: (1) transitioning towards the professional nursing role, (2) assuming responsibility for clinical decision-making, (3) developing confidence in clinical decision-making, and (4) recognising the value of SBL.Conclusion: Participants perceived the CDMM as a meaningful learning experience that supported their transition towards the professional nursing role, increased their awareness of professional responsibility, enhanced their confidence in responding to similar clinical situations, and highlighted the educational value of SBL. These findings suggest that structured simulation-based clinical decision-making experiences may help bridge the gap between theoretical knowledge and clinical practice in undergraduate nursing education.

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