Nursing students' transfer of learning from simulated clinical experiences into clinical practice: A scoping review

Abstract

AimsThis review aims to map available evidence regarding undergraduate nursing students' transfer of learning from simulation-based experiences into clinical practice. DesignScoping review. Data sourcesWe searched MEDLINE, CINAHL, and Google Scholar and conducted manual searches for eligible studies published between January 2016–December 2021. Review methodsWe approached our review using Arksey and O'Malley's scoping review framework and collaboratively worked through the screening, selection, and collating processes. We resolved conflicts in search outcomes and data abstraction through discussion to reach a consensus. We reported our methods and results following the PRISMA-ScR reporting guideline. We used narrative review to outline and discuss results. ResultsThirty-two studies, spanning 9 reviews, 14 qualitative studies, 5 quantitative studies, and 4 mixed methods studies conducted in Aotearoa New Zealand, Australia, Canada, Israel, Norway, Spain, Turkey, the United Kingdom, and the United States, were included. Results are presented under three subheadings: conceptualization, measurement, and sustainability of learning transfer from simulation into clinical practice. ConclusionsAlthough studies generally supported the value of simulation in bridging theory and practice and in developing students' knowledge and skills, there was a predominance of short-term and self-reported measures. Few studies explored distant outcomes of simulation. Further longitudinal research is needed to explore the longer-term processes by which learning transfer and integration occur, as well as the resulting impact on students' and nurses' clinical practice as well as clients' and population health outcomes. This review will be of interest to nursing educators, researchers, and clinicians who wish to support nursing students' learning.