ArticleBMC medical education2025
Exploring male nursing students' experiences and perspectives in a maternal-newborn clinical course using high-fidelity simulation: a qualitative 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 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionHFS has become a key tool in nursing education, offering realistic, immersive learning environments. However, male nursing students' unique experiences in maternal-newborn clinical courses using HFS remain underexplored, highlighting the need for tailored educational strategies to support their learning.
objectivesThe primary objective was to understand the students' perceptions of the HFS experience, including its strengths, weaknesses, and impact on their clinical skills and confidence. A secondary objective was to gather suggestions for improving the simulation experience.
methodsThis study employed an exploratory qualitative design with a descriptive phenomenological approach. Data were collected from 28 male nursing students enrolled in the course through semi-structured interviews and focus group discussions. Conducted in 2023 at a university simulation laboratory, the study involved structured simulation scenarios to enhance experiential learning. Ethical approval was secured, and validity and trustworthiness were ensured through member checking and peer debriefing.
resultsFour major themes emerged from the data: (1) Enhancing Practical Skills: Students reported improved proficiency in essential obstetric skills, such as fetal heart assessment and postpartum care, but noted limitations due to outdated mannequins and insufficient hospital exposure. (2) Navigating Anxiety and Building Confidence: Many students experienced initial nervousness, which decreased with repeated practice and instructor support. (3) Alternative Learning Environment: The simulation served as a vital tool for students with limited hospital access, preparing them for real-world clinical practice. (4) Suggestions for Improvement: Students suggested enhancing lab resources, extending lab hours, and updating mannequins to better simulate real clinical conditions.
conclusionHFS was deemed a valuable learning tool that contributed to students' clinical skill development and confidence. However, the study highlighted the need for improved resources and increased hospital exposure to optimize the learning experience.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.