{"id":20898,"date":"2026-07-31T10:33:29","date_gmt":"2026-07-31T10:33:29","guid":{"rendered":"https:\/\/woncaeurope2026.org\/sessions\/embodied-patient-perspective-simulations-in-nursing-education-an-exploratory-qualitative-study\/"},"modified":"2026-07-31T10:33:29","modified_gmt":"2026-07-31T10:33:29","slug":"embodied-patient-perspective-simulations-in-nursing-education-an-exploratory-qualitative-study","status":"publish","type":"wsa_session","link":"https:\/\/woncaeurope2026.org\/fr\/sessions\/embodied-patient-perspective-simulations-in-nursing-education-an-exploratory-qualitative-study\/","title":{"rendered":"Embodied Patient-perspective simulations in nursing education: an exploratory qualitative study"},"content":{"rendered":"<p>Embodied patient-perspective simulations, which are also known as point-of-view simulations, are widely used in healthcare education to enable students to experience aspects of disability, care, and dependency from a patient\u2019s point of view. Common examples include navigating a wheelchair through a course, wearing an age-simulation suit, or completing tasks while blindfolded. These exercises are intended to foster empathy and stimulate reflection on patients\u2019 lived experiences. At the same time, the literature remains divided regarding their pedagogical value and the extent to which short-term simulations can create meaningful insights without reinforcing stereotypes.This exploratory study investigates both how patient-perspective simulations are implemented in nursing education and how they influence learning processes. It examines educators\u2019 pedagogical intentions, design choices, and debriefing strategies, as well as students\u2019 experiences of engagement, reflection, and professional attitude development.A qualitative research design was employed. Data were collected through focused interviews with nursing educators and nursing students and through participant observation based on focused ethnography. This allowed examination of the situated experience of the simulations and the pedagogical reasoning behind their implementation. Ethical approval was granted by a university ethics committee, and all procedures followed the principles of informed consent, non-maleficence, and the General Data Protection Regulation (GDPR).Preliminary findings indicate that students engage more deeply with learning materials and demonstrate enhanced reflective activity following the simulations. Educators emphasize that the value of these exercises lies less in producing an authentic adoption of the patient\u2019s perspective\u2014which they largely consider unattainable\u2014and more in creating structured opportunities for embodied experience, emotional involvement, and guided reflection.The pedagogical potential of patient-perspective simulations appears closely tied to educators\u2019 intentional design and reflective framing of the exercises. Influential factors include facilitators\u2019 preparation and debriefing practices, group dynamics, and the integration of real narratives from individuals with relevant lived experiences.Initial findings suggest that patient-perspective simulations may support deeper learning involvement and contribute to developing reflective professional attitudes when thoughtfully implemented within an educational framework.<\/p>\n","protected":false},"template":"","class_list":["post-20898","wsa_session","type-wsa_session","status-publish","hentry","description-off"],"_links":{"self":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/wsa_session\/20898","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/wsa_session"}],"about":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/types\/wsa_session"}],"wp:attachment":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/media?parent=20898"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}