Date
4-7-2026
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Billie Jean Holubz
Keywords
clinical education, simulation, nursing education, Kolb’s experiential learning theory
Disciplines
Higher Education | Nursing
Recommended Citation
Florez, Jamie O'Connor, "Associate Degree Nursing Students’ Lived Experiences with Simulation: A Qualitative Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8080.
https://digitalcommons.liberty.edu/doctoral/8080
Abstract
This qualitative phenomenological study examined the lived experiences of prelicensure associate degree nursing (ADN) students related to skills acquisition and workplace readiness through simulation-based learning at community colleges in California. Skills acquisition and workplace readiness were defined as students’ perceptions of their ability to competently perform nursing skills and prepare for entry into the healthcare workforce. Guided by Kolb’s experiential learning theory, data were collected from 13 ADN students through questionnaires, semi-structured interviews, and reflective journaling and analyzed using Braun and Clarke’s six-phase thematic analysis.
Three themes emerged: varying emotions from excitement to feeling overwhelmed; experiences of collaboration and unprofessionalism with peers and instructors; and increased clinical confidence despite perceived inconsistencies between simulation and clinical practice. Students described simulation as emotionally demanding yet valuable, particularly when instructor support, peer collaboration, and psychological safety were present. Despite inconsistencies, participants reported improved communication skills, clinical reasoning, and confidence in patient care.
Findings indicate that simulation serves as an important bridge between classroom instruction and clinical practice when intentionally designed, aligned, and facilitated to support student readiness and workforce preparation.
