The aim of this grounded theory study was to explain the nature of presence among nursing students participating in scenario-based high fidelity human patient simulation. Data were derived from observations and interviews with 145 participants. Among participants, presence was found to be a multidimensional, dynamic interaction characterized by a centricity between the simulation and the natural environment. Presence, the core concept from the explanatory model that emerged from this study, is delineated in this article. Presence centricity in simulation may impact the learning experience and outcomes. These study results may support development of the educational science related to clinical simulation.
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