Introduction:

Simulation creates the possibility to experience acute situations during nursing education which cannot easily be achieved in clinical settings.

Aim:

To describe how nursing students learn acute care of patients through simulation exercises, based on observation and debriefing.

Design:

The study was designed as an observational study inspired by an ethnographic approach.

Method:

Data was collected through observations and interviews. Data was analyzed using an interpretive qualitative content analysis.

Results:

Nursing students created space for reflection when needed. There was a positive learning situation when suitable patient scenarios were presented. Observations and discussions with peers gave the students opportunities to identify their own need for knowledge, while also identifying existing knowledge. Reflections could confirm or reject their preparedness for clinical practice. The importance of working in a structured manner in acute care situations became apparent. However, negative feedback to peers was avoided, which led to a loss of learning opportunity.

Conclusion:

High fidelity simulation training as a method plays an important part in the nursing students' learning. The teacher also plays a key role by asking difficult questions and guiding students towards accurate knowledge. This makes it possible for the students to close knowledge gaps, leading to improved patient safety.