Currently submitted to: JMIR Formative Research
Date Submitted: Jul 4, 2026
Open Peer Review Period: Jul 14, 2026 - Sep 8, 2026
(currently open for review)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Training in communication skills in conflict situations: learning experiences and competency development in clinical simulation
ABSTRACT
Background:
Clinical simulation with standardized patients provides a safe environment for nursing students to develop communication skills and manage emotions in conflict situations.
Objective:
This study aimed to explore how these experiences contribute to the development of competencies in verbal and nonverbal communication, professional presence, and emotional management.
Methods:
Methods:
A qualitative descriptive study with a phenomenological approach was conducted with 98 first-year nursing students. Data were collected through focus groups and reflective narratives and analyzed using inductive thematic analysis supported by ATLAS.ti 24.
Results:
Results:
Three main themes were identified: (T1) therapeutic communication in conflict contexts; (T2) nonverbal communication and professional presence; and (T3) emotional experience and learning in clinical simulation.
Conclusions:
Conclusions:
Participants emphasized that alignment between verbal and nonverbal communication, together with effective emotional regulation, enhances self-confidence and communication effectiveness. Clinical simulation emerges as a valuable educational strategy that integrates communication skills, emotional management, and reflective learning, ultimately improving students’ preparedness to manage conflict situations in clinical practice
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Copyright
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