Reciprocal peer tutoring is a form of peer-assisted learning involving structured switching of tutor-tutee roles amongst students of the same academic year. The study aimed to explore students' experiences of being a facilitator in simulation-based learning. The pilot study had a hermeneutic explorative qualitative design. Data were collected through two sets of semi-structured focus-group interviews with four final-year nursing students. Data were analysed using thematic analysis. Three themes were important for facilitating peer students: (a) being familiar with simulation as a learning method, (b) prior theoretical knowledge, and (c) the learning environment. Tutors expressed a genuine interest in preconditions for learning. Hence, they facilitated the simulation for peers to achieve mastery experience. The experience as tutors was found valuable for their clinical practise. Student-led simulation as an active learning strategy promotes deeper learning and transfers communication competence into clinical experiences.

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Aims To examine the use and effects of multiple simulations in nursing education. Design A mixed study systematic review. Databases (CINAHL, Medline, PubMed, EMBASE, ERIC, Education source and Science Direct) were searched for studies published until April 2020. Method Researchers analysed the articles. Bias risk was evaluated using the Critical Appraisal Skills Programme and Cochrane Risk of Bias tool. Results In total, 27 studies were included and four themes identified. Students participated in multiple simulation sessions, over weeks to years, which included 1–4 scenarios in various nursing contexts. Simulations were used to prepare for, or partly replace, students’ clinical practice. Learning was described in terms of knowledge, competence and confidence. Conclusion Multiple scenario‐based simulation is a positive intervention that can be implemented in various courses during every academic year to promote nursing students’ learning. Further longitudinal research is required, including randomized studies, with transparency regarding study design and instruments.

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Introduction As simulated patients in simulation-based learning, nursing students can contribute to a better understanding of the patient perspective in clinical practice. Objective The aim was to explore final-year nursing students’ experiences in roleplaying as patients in a student-led simulation of difficult conversations as a form of preparing for practice in mental healthcare and homecare nursing. Methods The study was conducted using a qualitative research design. After the student-led simulation, four of the students participated in multistage focus group interviews over a period of six months: the first interview was immediately after simulation and the second was after clinical practice. Findings One main theme was identified before clinical practice: “simulating the patient contributes to preparation for difficult conversations in practice.” Two main themes were identified after the students’ clinical practice: “simulation of both the nurse and patient lays the foundation for communicating with patients” and “the value of silence.” Conclusion The findings indicate that simulation training and role exchange when students roleplay both as the patient and nurse contribute to a greater understanding of the patient perspective, and students benefit from this when communicating with patients in clinical practice.