Sammanfattning
The aim of this study was to examine the learning experiences of nursing students when
problem-based learning was used as a
pedagogical strategy in simulation-based learning. Simulation-based learning has been integrated in
nursing curriculums worldwide
to address the lack of clinical competency among newly graduated registered nurses. There is little
known about the
teaching and learning processes that support simulation-based learning. There is also a lack of
research studies evaluating
students’ experiences with the integration of simulation- and problem-based learning. Data were
collected at a School of
Nursing in Denmark, and used data from qualitative interviews with six first-year nursing students
who had participated in a
course about essentials of nursing where problem- and simulation-based learning were used as
pedagogical strategies. Meaning
condensation was used to analyse data. Our findings suggest that problem-based learning is
appropriate in connection with
simulation-based learning, but not ideal for the students’ reflections and self-directed problem-
solving. The students found
participation in the course very motivating and fun due to realism and engagement from facilitators.
However, there was a gap
between students’ expectations and the intentions of problem-based learning.