Role exchange in student-led simulation: The importance of nursing students taking the role of patients

Abstract

Introduction: As simulated patients in simulation-based learning, nursing students can contribute to a better understanding of the patient perspective in clinical practice. Objective: The aim was to explore final-year nursing students’ experiences in roleplaying as patients in a student-led simulation of difficult conversations as a form of preparing for practice in mental healthcare and homecare nursing. Methods: The study was conducted using a qualitative research design. After the student-led simulation, four of the students participated in multistage focus group interviews over a period of six months: the first interview was immediately after simulation and the second was after clinical practice. Findings: One main theme was identified before clinical practice: “simulating the patient contributes to preparation for difficult conversations in practice.” Two main themes were identified after the students’ clinical practice: “simulation of both the nurse and patient lays the foundation for communicating with patients” and “the value of silence.” Conclusion: The findings indicate that simulation training and role exchange when students roleplay both as the patient and nurse contribute to a greater understanding of the patient perspective, and students benefit from this when communicating with patients in clinical practice.