Holloway, AishaFawcett, TonksAlshahrani, Sahar2024-04-162024-04-162024-03-18https://hdl.handle.net/20.500.14154/71784High-fidelity simulation (HFS) is used in relation to a wide range of full-body mannequins that can simulate the functions of the human body to a high degree (Lioce et al., 2020). Based on the evidence (Munshi, Lababidi and Alyousef, 2015; Kim, Park and Shin, 2016), it can be argued that HFS may not be superior to low fidelity simulation (LFS) in every case. However, it can have a positive impact on students’ knowledge and skill acquisition, critical thinking, and psychomotor skills (Powell, Scrooby and van Graan, 2020; Li et al., 2020). Whatever the actuality, the literature has demonstrated that there are challenges that limit nurse educators’ use of the HFS in undergraduate nursing curricula (Dean, Williams and Balnaves, 2015; Najjar, Lyman and Miehl, 2015; Watson et al., 2021). The present study, undertaken in Saudi Arabia, aims to understand both nurse educators’ and students’ experiences and perceptions of the integration of complex scenario-based high fidelity learning into third- and fourth-year undergraduate nursing curricula. The study was conducted in the clinical skills and simulation centre at a Saudi university, the methodology being that of qualitative research enquiry utilising focused ethnography. In-depth, semi-structured, face-to-face and remote interviews were conducted to explore the experiences of 14 female nursing students and 10 female nurse educators. The study findings address the influence of socio-cultural factors on HFS within Saudi Arabia's nursing education and emphasises the significance of the interaction between educators, students, and peers in facilitating learning and teaching using HFS. Additionally, the study highlights the importance of preparing students and educators in mitigating any detrimental effects of HFS, recognising that social and cultural factors play a significant role. By addressing a gap in the literature, this research provides valuable insights that could shape the future of nursing education in Saudi Arabia and, arguably, beyond. By developing a conceptual framework that considers the impact of specific socio-cultural factors on high fidelity simulated learning, the validity of such simulated learning can be better understood.383en-USHigh-fidelity simulationnurse educatorsstudentsThesis