(102) Exploring Gen Z Nursing Students' Experience and Emotional Processing in Simulation

Abstract :

Introduction: Uncomfortable emotions during simulation events has shown to impair students' thinking processes leading to decreased learning, poor performance, and prohibits the transfer of knowledge to practice. Over 90% of the Gen Z population report uncomfortable emotions such as stress and anxiety in their daily lives. More than 75% of current nursing students belong to the Gen Z population, however, their emotional experiences and processing during simulation remains unclear.

Method: A Straussian grounded theory methodology was used, with a symbolic interactionism framework, to examine emotional experience, response, and processing in simulation. Participants were baccalaureate Gen Z nursing students (N=18) participating in simulation. Data was obtained through a reflection survey and semi-structured interviews. Data collection, coding, and analysis occurred concurrently with constant comparison analysis.

Results: The core category emerging from the constructed theory was Seeking Equanimity which pertains to trying to obtain a state of calmness and maintain control of emotions while experiencing a challenge. Research participants discussed a variety of emotions and described both internal and external efforts to obtain emotional calmness. The core category of Seeking Equanimity captures six categories of the theory: 1) preparing, 2) self-regulating, 3) relying, 4) pretending, 5) perceiving, and 6) reflecting in debriefing.

Conclusion: The findings may serve as a theoretical foundation for tailoring the educational experience of simulation by creating environments that nurture the strategies found in Seeking Equanimity. Further research is needed to identify interventions that are best suited to reduce uncomfortable emotions in simulation for this generation.