Early online The perspective of undergraduate nursing students regarding simulation learning: Insights from Botswana

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Published: 2025-09-15
DOI: https://doi.org/10.7196/

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G Lubinda
School of Nursing, University of Botswana, Gaborone, Botswana
https://orcid.org/0000-0002-3227-4140
W B Tshiamo
School of Nursing, University of Botswana, Gaborone, Botswana
https://orcid.org/0000-0002-2081-4170
D B Maripe-Perera
School of Nursing, University of Botswana, Gaborone, Botswana
https://orcid.org/0000-0001-9650-7102
M Sabone
Independent researcher, Gaborone, Botswana

Abstract





Background. Simulation is used in nursing education to help students attain practical skills before they are placed in a clinical setting. Its effectiveness in bridging the gap between theory and practice has been documented. Simulation mimics the real clinical area situation and fosters nursing students’ learning. Globally the demand for nurses and nurse educators has increased. The scarcity of nurse educators has created an enormous shortage, resulting in a high student-to-educator ratio. During the COVID-19 pandemic, simulation-based learning was appreciated, yet the perspectives of undergraduate nursing students regarding simulation-based learning remain under-researched in Botswana and low-income countries.


Objective. To explore undergraduate nursing students’ perceptions regarding the use of low-fidelity simulation learning.


Methods. The study used a descriptive qualitative design to explore undergraduate nursing students’ perceptions regarding simulation learning. The sample for the survey was twenty (n=20) third- and fourth-year Bachelor of Nursing Science students registered for a simulation-based course in the academic years 2020-2021 and 2021-2022. Three focus group interviews were conducted between 15 and 30 May 2024. Thematic data analysis was done.


Results. Twenty participants, comprising 35% (n=7) males and 65% (n=13) females, aged between 18 and 24 with a mean age of 22.18 (standard deviation 0.87), were interviewed. Three themes emerged: perception of the benefits of simulation-based learning, students’ experiences, and challenges regarding simulation-based learning.


Conclusion. Generally, participants appreciated simulation learning, because it allowed them to acquire nursing care skills in a non-threatening and safe environment. However, the researcher’s perspective and self-selection bias of participants may have influenced the study findings.






 

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Article Details

Issue

Vol. 17 No. 3 (2025)

Section

Research Articles
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Author Biographies

G Lubinda, School of Nursing, University of Botswana, Gaborone, Botswana

Dr Gaonyadiwe Lubinda is a Family Nurse Practitioner (FNP) and nurse educator in the University of Botswana, School of Nursing. She is a lecturer teaching undergraduate and graduate nursing students. 

She Holds a Doctoral of Philosophy degree in Nursing from the University of Cape Town, South Africa. Her research was focused on health promotion and prevention of Non-communicable Diseases among adolescents. She is currently a co-investigator in the Botswana team on the ongoing SUNRISE project for the International Surveillance Study of Movement Behaviors in the Early Years. She has co-authored a book chapter on the role and practice of Nurse Practitioners in Botswana.

She is serving in the 7th Nursing and Midwifery Council of Botswana (NMCB). She is currently involved as principal investigator on substance use and drug abuse among nurses and midwives and simulation-based teaching and learning in nursing education in Botswana.

She published in diverse journals and was a reviewer in PLos One journal and the British Journal of Medical Education

 

W B Tshiamo, School of Nursing, University of Botswana, Gaborone, Botswana

Wananani Tshiamo is an Associate Lecturer at the School of Nursing, University of Botswana. Prof Tshiamo is a Primary Pediatric Nurse Practitioner (PNP). She holds a Master's and a Doctor of Philosophy Degrees in Nursing from Case Western Reserve University, Cleveland, Ohio. Prof Tshiamo currently teaches child and adolescent health nursing courses at both graduate and undergraduate levels and supervises graduate students' research at the University of Botswana. Her research focuses on child health and clinical issues in nursing. Prof Tshiamo published in diverse peer-reviewed journals and serves as a reviewer for several journals.

D B Maripe-Perera, School of Nursing, University of Botswana, Gaborone, Botswana

Dr Dorcus Basetana Maripe-Perera is an adult health nurse specialist, and as a clinical educator at the University of Botswana, School of Nursing. She holds a doctorate in Disaster management.

 

She is a nurse educator who uses simulation as a teaching and learning strategy to teach undergraduate and graduate nursing students. Currently she coordinates simulation based learning course and is working on another simulation research project.

 

How to Cite

Early online: The perspective of undergraduate nursing students regarding simulation learning: Insights from Botswana. (2025). African Journal of Health Professions Education, 17(3), e2648. https://doi.org/10.7196/

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