Table 2 Excerpts of the analysis process

Preliminary

themes

Step 1

Experiences with active or passive assistance, perspectives on active and passive assistance, and awareness of facilitator’s presence.

Potential theme

Step 2

Emotional influence

Condensate

Step 3

It was beneficial to have the possibility of “time out” with the facilitator in the room. (Several students said this about two scenarios). It was advantageous to have pointers to help us solve the task, despite the stress of the situation. Not all the scenarios provided information about the possibility of “time out”, and I can understand that it is important that the facilitator is present as a safeguard during the simulation. I was more confident when the facilitator was in the room.

Analytical text

Step 4

The students also felt reassured knowing the facilitator was present and willing to help them whenever they needed. They also had the possibility to request ‘time out’ in two of the scenarios, which they appreciated very much. A student expressed, “I think it is very good that they [the facilitators] are sitting there watching us…. I don´t feel performance anxiety. It was reassuring to be told that this is a learning situation whose aim is not perfection” (Focus group 5).