Abstract
Background: Self-directed simulation learning (SSL) is a globally accepted teaching and
learning strategy wherein student nurses take the initiative in diagnosing their learning needs,
formulate learning goals, identify resources for learning, and implement relevant strategies in
response to their learning needs. This autonomous learning strategy will assist student nurses
in taking ownership of their learning. Consequently, student nurses exit the training
programme to become lifelong learners, safe and competent professional nurses.
Objectives: This study aimed to explore and describe the experiences of student nurses’
utilisation of SSL at a University in Gauteng and to make recommendation(s) to enhance the
use of SSL.
Method: A qualitative, exploratory, descriptive, and contextual research design was used to
uncover the student nurses’ experiences with the use of SSL at a University. Nineteen
participants were purposively sampled. Data collection was conducted through focus group
interviews. Tesch’s method of data analysis was used to analyse, organise and interpret data.
Results: Theme: student nurses experience time constraints, which hinder their utilisation of
SSL. Subthemes: (1) a compacted academic timetable, and (2) limited access to the clinical
simulation laboratory for self-directed learning.
Conclusion: Time constraints hinder the utilisation of SSL, and this challenge threatens the
acquisition of clinical skills and knowledge during the training of student nurses.
Contribution: Evidence-based recommendations to enhance the utilisation of SSL at a
University.