Date
9-17-2026
Department
School of Nursing
Degree
Doctor of Philosophy in Nursing (PhD)
Chair
Jodi B. Duncan
Keywords
simulation learning, nursing education, nursing students, clinical skills
Disciplines
Nursing
Recommended Citation
Nnakwe, Ogochukwu Vera, "A Phenomenological Hermeneutic Study of the Lived Experiences of Pre-licensure Nursing Students’ First Semester Clinical Rotations Following Simulation Learning" (2026). Doctoral Dissertations and Projects. 8879.
https://digitalcommons.liberty.edu/doctoral/8879
Abstract
This phenomenological hermeneutic study aims to understand the lived experiences of pre-licensure nursing students during their clinical rotation semester following simulation learning at Southeastern University. The guiding theory for this study is Kolb’s experiential learning theory (Kolb, 1984). Simulation learning in nursing education is a teaching approach that lets learners practice practical nursing skills in a safe environment without risking patient safety, thus bridging the gap between theory and practice (Mishra et al., 2023). It offers students opportunities to improve their knowledge of clinical skills and enhance their abilities (Koukourikos et al., 2021). The study involved a sample of 12 pre-licensure nursing students enrolled in the undergraduate program who had completed their first-semester clinical rotation or were currently participating in it. Three methods of data collection were used: interviews, journal prompts, and focus groups. Data analysis was performed using thematic analysis with ATLAS.ti. The results identified three main themes: limited exposure to realistic simulation, building clinical confidence through increased exposure, and challenges in communicating with real patients. Participants noted that while simulation strengthened technical skills, it did not fully prepare them for the unpredictability, communication challenges, and emotional complexities of real patient care.
