Exploring Suspension of Disbelief Among Graduate and Undergraduate Nursing Students

Background: The nature and process of suspending disbelief is complex, subjective, and has not been well researched in clinical simulation. Methods: A descriptive phenomenological approach with semistructured interviews explored student experiences of suspending disbelief during simulation-based learning. Results: Among the 18 (69%) graduate students and 8 (31%) undergraduate students, three themes emerged from participant narratives including (1) frame of mind, (2) environment, and (3) tempo. Subthemes of frame of mind included cognitive focus, apprehension, and confidence. Conclusion: Understanding nursing students' lived experiences of suspending disbelief can enhance the educator's ability to design and facilitate effective simulation, student development, and suspension of disbelief.

Duke Scholars

Author Virginia Chris Simmons School of Nursing