ArticleBMC medical education2025
Exploring nursing students' emotional experiences of patient cardiac arrest in the operating room: a descriptive phenomenological study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Prevalence of aggression and its associated factors among medical sciences students.Discover mental health · 2026Article
- Mentorship in Iran's perioperative nursing training: a systematic scoping review and evidence appraisal based on the standards of the Association of Perioperative Registered Nurses.BMC medical education · 2026Article
- Self-medication among operating room personnel during healthcare crises: a mixed-methods study of prevalence, predictors, and lived experiences.BMC health services research · 2025Article
- Enhancing Post-Code Blue Debriefing through Identification and Overcoming Barriers Encountered by Healthcare Practitioners.Indian journal of critical care medicine : peer-reviewed, official publication of Indian Society of Critical Care Medicine · 2025Article
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Authors and funding
4 authors.
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Abstract
backgroundWitnessing cardiac arrest in the operating room presents significant emotional challenges for nursing students. As future healthcare providers, they must cultivate resilience while preserving empathy. Understanding their emotional responses during such critical events is essential to enhancing clinical education and developing effective psychological support systems.
aimThis study aimed to explore and describe the emotional experiences of nursing students who witnessed intraoperative cardiac arrest events, with the objective of informing educational and support strategies within high-stress clinical environments.
methodsA qualitative study using a descriptive phenomenological approach was conducted with fourteen final-year nursing students from Iran, purposively selected until data saturation. Participants had experienced at least one intraoperative cardiac arrest and were screened for mental well-being. Data were gathered through semi-structured, face-to-face interviews and analyzed using Colaizzi's seven-step method. Strategies to ensure trustworthiness included Lincoln and Guba's criteria-credibility, dependability, confirmability, and transferability-as well as bracketing, member-checking, and expert review.
resultsSeventy initial codes were extracted and organized into eleven sub-themes and four overarching themes: (1) Emotional Turmoil and Psychological Impact, (2) Professional Identity Formation, (3) Coping Mechanisms and Support Systems, and (4) Lessons for Clinical Practice.
conclusionsIntraoperative cardiac arrest elicits intense emotional reactions and identity-related struggles among nursing students. Incorporating structured debriefing, high-fidelity simulation with emotional components, and mentorship into clinical training could help transform these distressing experiences into valuable opportunities for resilience-building. Such interventions are critical for supporting students' emotional development and improving the quality of patient care. CLINICAL TRIAL NUMBER: Not applicable.
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