Developing empathy for parents through the use of infant simulation dolls

Aim To evaluate the use of infant simulation dolls by students undertaking a BSc (Hons) nursing (child) programme in one university in England, and to assess their value in simulation-based learning and in students’ development of empathy with the parenting experience. Method Thirty-seven first-year students were each provided with an infant simulation doll to care for at home for one week. Following completion of the simulation experience, 18 students completed an online survey comprising closed questions with free-text space for expanding on their answers. Quantitative data were analysed using descriptive statistics and qualitative data were analysed thematically. Findings Five themes emerged: practical use of the doll; views and value of the experience; preparation for and relevance to clinical placement practice; development of empathy for parents; and ideas for other potential uses. Overall, the respondents reported that the simulation experience was positive and provided them with a greater understanding of the demands and emotional toll of parenting. Some respondents highlighted technical challenges with the software and the limited realism of infant simulation dolls. Conclusion Infant simulation dolls can enhance empathy and reflective learning in children’s nursing students, supporting family-centred practice and complementing traditional educational approaches.