High-Fidelity Simulation in an International Nursing Education: A Qualitative Descriptive Study
Cubelo, Floro (2025)
2025
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2025091195342
https://urn.fi/URN:NBN:fi-fe2025091195342
Tiivistelmä
Background
Finland's healthcare sector faced significant nursing shortages, prompting government strategies to recruit international nursing students (INS) and enhance their language skills. However, integration challenges persisted due to language proficiency barriers.
Aim
The aim of the study was to explore the use of the 24/7 bilingual nursing report simulation tool to improve language fluency and clinical skills among INS in Finland.
Methods
Data from fourteen INS were collected via an online survey questionnaire and analyzed using a qualitative content analysis method.
Results
INS reported positive experiences with immersive learning and improved language proficiency using the 24/7 tool. Challenges included weak Finnish language skills and instructional constraints. INS suggested increased simulation frequency, additional Finnish language courses, and smaller group sizes. They also recommended expanding debriefing rooms to accommodate larger groups during discussions.
Conclusions
Integrating bilingualism into healthcare simulation education effectively prepared INS for Finland's healthcare system, addressing labor shortages and enhancing patient care quality. Further research is needed to evaluate the long-term impact of bilingual simulation education on INS integration and patient outcomes.
Finland's healthcare sector faced significant nursing shortages, prompting government strategies to recruit international nursing students (INS) and enhance their language skills. However, integration challenges persisted due to language proficiency barriers.
Aim
The aim of the study was to explore the use of the 24/7 bilingual nursing report simulation tool to improve language fluency and clinical skills among INS in Finland.
Methods
Data from fourteen INS were collected via an online survey questionnaire and analyzed using a qualitative content analysis method.
Results
INS reported positive experiences with immersive learning and improved language proficiency using the 24/7 tool. Challenges included weak Finnish language skills and instructional constraints. INS suggested increased simulation frequency, additional Finnish language courses, and smaller group sizes. They also recommended expanding debriefing rooms to accommodate larger groups during discussions.
Conclusions
Integrating bilingualism into healthcare simulation education effectively prepared INS for Finland's healthcare system, addressing labor shortages and enhancing patient care quality. Further research is needed to evaluate the long-term impact of bilingual simulation education on INS integration and patient outcomes.