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Table 3 Examples of steps in the data analysis

From: The art of balancing: the facilitator’s role in briefing in simulation-based learning from the perspective of nursing students – a qualitative study

Meaning unit

Sub-category

Category

“Very good that the facilitator gave just some info, with ideas and hints about what we needed to consider”

Providing predictability

The importance of framing the subsequent scenario

When I went in, I had “COPD” and I had to ask myself “Do I actually know anything about COPD? What am I supposed to do, and which actions need to be taken? Then we went out with the facilitator who provided a resumé of the situation, saying “you can do this or this”. This was very pleasant, and it really helped.

Providing emotional support

I liked not having received all the information up front. When we started the scenario, we didn’t really know what was behind the door. It meant that we had to observe the clinical signs and take it from there. I liked this a lot, because I wouldn’t risk concentrating on other things when I knew that a cardiac arrest was about to happen. These “surprise elements” were valuable and made my learning process better.

Providing challenges

It was good to know where things were in the simulation room. Looking back, it wasn’t always so clear how we were supposed to use it, but we were told during the simulation; at least that was my experience.

Providing information about medical and technical equipment

The importance of instructing students how to execute nursing actions in the subsequent scenario

They could have given us better information about the monitor, how to use it and enter the numbers. In some of the scenarios, the old values were there and in others we had to start it ourselves and it was a bit … A lot of us didn’t know how to get the values on to the monitor. They could have made this clearer since we spent a lot of time, which could have been used doing other things.

Providing a demonstration of the monitor

I would have liked more information about the manikin before the simulation. I know that several of us felt that we hadn’t received enough information prior to the simulation. For example, the facilitator told us that the manikin could cry and vomit and so forth. But during the actual simulation this was only by sound! Maybe some of us expected that liquid or something was supposed to come out.

Providing a demonstration of the manikin