Volume 15, Issue 2 (11-2025)
Clin Exc 2025, 15(2): 56-67 |
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Ostadhasanloo H, Mahmoodi F, Adib Y, Zamanzadeh V. Barriers and Facilitators to Implementing Simulation-Based Learning Environments in Nursing Education: A Qualitative Study. Clin Exc 2025; 15 (2) :56-67
URL: http://ce.mazums.ac.ir/article-1-906-en.html
URL: http://ce.mazums.ac.ir/article-1-906-en.html
Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
Abstract: (21 Views)
Background and purpose: Simulation is considered an innovative educational strategy with great potential to enhance the quality of nursing education. However, the implementation of simulation-based learning environments faces several challenges. This study aimed to identify the barriers and facilitators of implementing simulation-based learning in nursing education in Iran.
Materials and Methods: This study was conducted using a qualitative approach and a conventional content analysis method. Data were collected through semi-structured interviews with 25 nursing education specialists, curriculum planners, and educational technology experts who met the inclusion criteria. Data collection continued until theoretical saturation was reached. The interviews were audio-recorded, transcribed verbatim, and manually analyzed.
Results: Four main categories of barriers were identified: financial and economic barriers, cultural and behavioral barriers, legal and ethical barriers, and technical challenges. Additionally, facilitators were grouped into two major domains: administrative and financial factors, and educational, motivational, and psychological factors. These included structured planning, material and moral support, improved managerial attitudes, faculty empowerment, and student encouragement.
Conclusion: A comprehensive understanding of the barriers and facilitators can support educational managers, policymakers, and instructors in adopting effective strategies to optimize the use of simulation in nursing education. Successful implementation requires organizational support, infrastructure development, and cultural change within academic settings.
Materials and Methods: This study was conducted using a qualitative approach and a conventional content analysis method. Data were collected through semi-structured interviews with 25 nursing education specialists, curriculum planners, and educational technology experts who met the inclusion criteria. Data collection continued until theoretical saturation was reached. The interviews were audio-recorded, transcribed verbatim, and manually analyzed.
Results: Four main categories of barriers were identified: financial and economic barriers, cultural and behavioral barriers, legal and ethical barriers, and technical challenges. Additionally, facilitators were grouped into two major domains: administrative and financial factors, and educational, motivational, and psychological factors. These included structured planning, material and moral support, improved managerial attitudes, faculty empowerment, and student encouragement.
Conclusion: A comprehensive understanding of the barriers and facilitators can support educational managers, policymakers, and instructors in adopting effective strategies to optimize the use of simulation in nursing education. Successful implementation requires organizational support, infrastructure development, and cultural change within academic settings.
Keywords: Simulation Barriers, Simulation-based Learning, Simulation Facilitators, Simulation in Nursing.
Type of Study: Research(Original) |
Subject:
پرستاری
Received: 2025/05/23 | Accepted: 2025/10/25 | Published: 2025/10/25
Received: 2025/05/23 | Accepted: 2025/10/25 | Published: 2025/10/25
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