Unveiling the Challenges and Barriers: A Qualitative Inquiry Into Nursing Faculty Experiences With Simulation-based Education

Abstract Background Simulation-based education (SBE) has gained importance in nursing education as a tool for developing clinical skills and decision-making abilities in a safe environment. Aim of the study: This study aimed to explore the challenges and barriers faced by nursing faculty in implementing SBE within their teaching practices. Methods A qualitative descriptive design was used to gather data through semi-structured interviews and focus group discussions with nursing faculty members. Participants were selected based on their teaching experience and involvement in simulation activities. Data were analyzed using inductive thematic analysis. Results Key barriers identified included limited resources (financial and space constraints), time limitations due to heavy teaching loads, and resistance to change, including skepticism about the effectiveness of SBE and unfamiliarity with the technology. Additionally, faculty lacked formal training and institutional support for effective SBE integration. Technical issues, such as equipment malfunctions and insufficient expertise, further hindered successful implementation. Some faculty members also viewed SBE as irrelevant to the curriculum, leading to limited engagement. Conclusion The study highlights several barriers—resource limitations, time constraints, resistance to change, and lack of training—that impede the effective implementation of SBE. Addressing these challenges through enhanced support and training is crucial for successful integration into nursing education.