EXPLORING HUMAN PATIENT SIMULATION EXPERIENCES IN NURSING EDUCATION: INSIGHTS FROM STUDENTS, CLINICAL INSTRUCTORS AND SUPPORT STAFF

Abstract

This study explored the educational benefits of the Human Patient Simulator (HPS) in preparing nursing students for clinical practice. It focused on how the HPS enhances clinical competence and how Clinical Instructors support the development of professional skills to improve student readiness for real patient care. Nine participants including nursing students, Clinical Instructors, and Central Supply Room staff voluntarily participated. A descriptive phenomenological design was employed to capture their lived experiences. Data were analyzed using Amadeo Giorgi’s five-step method, which involved identifying significant statements, transforming them into meaning units, and synthesizing these into themes that describe the essence of participants’ experiences with HPS. The Human Patient Simulator provided a realistic and interactive learning environment that improved students’ clinical performance, confidence, and critical thinking. Participants highlighted its role in practicing patient assessment, decision-making, and care delivery. Challenges identified included limited medical supplies, outdated simulation facilities, and discrepancies between simulated scenarios and real patient interactions. Despite these limitations, the HPS was consistently valued for its contribution to skill development and clinical preparedness. The Human Patient Simulator is an effective educational tool that allows students to safely apply theoretical knowledge, develop essential skills, and refine clinical judgment prior to patient exposure. Ensuring adequate resources, upgrading simulation facilities, and integrating high fidelity simulation throughout the curriculum can further enhance learning outcomes. Implementing these measures supports the preparation of competent, confident, and practice ready nursing graduates.