Background: Simulation-based training is used to develop nursing studentsâ?? clinical performance in assessing and\nmanaging situations in clinical placements. The use of simulation-based training has increased and become an\nintegrated part of nursing education. The aim of this study was to explore nursing studentsâ?? experiences of simulationbased\ntraining and how the students perceived the transfer of learning to clinical practice.\nMethods: Eight focus group interviews were conducted with a total of 32 s- and third-year nursing students who\nparticipated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews\nwere analysed with thematic analysis.\nResults: Three major themes emerged from the focus group interviews; first, the simulation-based training promoted\nself-confidence; second, understanding from simulation-based training improved clinical skills and judgements in\nclinical practice; and third, simulation-based training emphasised the importance of communication and team\ncollaboration.\nConclusions: This study revealed studentsâ?? transfer of learning outcomes from simulation-based training to clinical\npractice. The studentsâ?? experiences of the simulation-based training remain as enduring and conscious learning\noutcomes throughout their completion of clinical practice. The organisation of simulation-based training and its\nimplementation in the curriculum are crucial for the learning outcomes and for studentsâ?? experiences of the transfer of\nknowledge to clinical practice.
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