Routinization, Ritualization and Role‐Play: Comparing Nursing, Nautical and Bioengineering Students' Perceptions of Simulation‐Based Training

• Published in: International journal of training and development Vol. 29; no. 3; pp. 318 - 327
• Main Authors: Wahl, Aud M., Giskeødegård, Marte Fanneløb, Sellberg, Charlott
• Format: Journal Article
• Language: English
• Published: Oxford Blackwell Publishing Ltd 01.09.2025
• Subjects: Annan teknik; Comparative Analysis; Comparative Education; Comparative studies; cultural models; Culture; Educational Sciences; Focus Groups; Interviews; Job Skills; Nursing; Other Engineering and Technologies; Professional education; ritualization; Role playing; role‐play; routinization; Simulation; simulations; Social & emotional learning; social learning; Student Role; Students; Training; Utbildningsvetenskap
• ISSN: 1360-3736; 1468-2419; 1468-2419
• DOI: 10.1111/ijtd.12364

ABSTRACT The aim of this explorative comparative study is to explore how bachelor students are socialized into the instructional method of role‐playing in simulation‐based professional education programmes. Despite the widespread use of role‐play in professional education programmes, there are a limited number of studies on the topic, even though the complexities of role‐playing in simulation‐based training pose several educational challenges. The empirical material is based on eight focus group interviews with third‐year students (n = 31) from nursing education programmes, nautical studies and biomedical laboratory science. The analysis applies sociological theories of cultural models for professional learning, emphasizing the idea that culture creates a shared frame of reference about expected behaviour for a given group. This study finds how bachelor students are socialized into different cultural models of simulation‐based education, highlighting the significance of routinization and ritualization in building a culture whereby students feel comfortable when participating in role‐playing activities. Our work demonstrates a need for more knowledge about how to develop the students' role‐playing abilities together with their professional skills in simulation‐based training.