Nursing Students' Experiences of Standardized Patient Practice: A Qualitative Study

Abstract

Objective Standardized patient (SP) applications are the general term for educational activities in the field of health that are conducted with simulated patients playing the role of trained patients. This study aimed to explore nursing students’ experiences with standardized patient simulation in relation to the components of the NLN Jeffries Simulation Theory. Material and Method This study used a qualitative research design. Involving focus group interviews with 24 second-year nursing students who participated in the SP simulation. Data were collected through open-ended questions structured according to the NLN Jeffries Simulation Theory and were analyzed thematically based on the framework’s five components: context, background, design, simulation experience, and outcomes. Results Students perceived the SP simulation as realistic, educationally valuable, and confidence-enhancing. While they reported gains in communication and patient education skills, some noted unclear role definitions and limited peer collaboration. Conclusion SP simulations were found to be effective in supporting experiential learning and developing professional competencies in nursing students. The study confirms the applicability of the NLN Jeffries Simulation Theory in evaluating SP experiences and suggests that structured role assignments and more detailed preparatory materials can enhance simulation outcomes.

Keywords

• Communication
• Nursing education
• Simulation theory
• Standardized patient

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