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Experiences of Arab male nursing students during high fidelity maternity simulation training
Author(s) -
Raman Savithri,
Labrague Leodoro J.,
Arulappan Judie,
AlZaabi Omar Ali Mohammed,
Natarajan Jansi,
Cyril Vincent Sophia
Publication year - 2019
Publication title -
nursing forum
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.618
H-Index - 36
eISSN - 1744-6198
pISSN - 0029-6473
DOI - 10.1111/nuf.12402
Subject(s) - thematic analysis , nursing , fidelity , experiential learning , psychology , phenomenology (philosophy) , simulation training , nurse education , medical education , medicine , qualitative research , pedagogy , sociology , electrical engineering , engineering , simulation , social science , philosophy , epistemology
Background In Arab countries, many nursing schools rely heavily on simulation‐based activities to provide experiential learning to male students with regard to maternal and child care; however, no study has been conducted to explore their experiences with such simulation training. Aim To describe the experiences of male nursing students who were exposed to high‐fidelity simulation training related to maternity and child care. Methods Husserl's approach to phenomenology guided this study, through the use of a structured interview with 15 Arab male nursing students. A thematic analysis technique served as a framework for the data analysis. Findings Thematic analysis revealed four essential themes: gained competency; compensation for missed clinical experience; overcoming of cultural or religious barriers; and challenges related to the use of simulation technologies. Conclusions High‐fidelity simulation can be a viable option to clinical training for enhancing Arab male nursing student competencies when providing maternal and child nursing care, which are often not available in the clinical area or are considered to be off limits due to cultural or religious reasons.