Abstract
Simulation may be an effective educational strategy for undergraduate nursing students to experience evidence-based practice. The aim of this scoping review is to explore such simulations to discover the design characteristics that best achieve this goal. In this review, we will consider studies in which the focus was on evidence-based practice-related simulation programs for undergraduate students in academic, clinical, or virtual settings. We will also focus on the active learning strategies applied in such simulation programs. This scoping review will be conducted in accordance with the Joanna Briggs Institute methodology. Studies will be searched in Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Sources of unpublished studies/gray literature will not be included in this scoping review. Data extraction will be undertaken by using a data-extraction tool developed by the reviewers, based on the National League for Nursing Jeffries Simulation Theory. Via a narrative summary and tabulated results, we will describe how the simulation programs were designed or implemented in an undergraduate curriculum.
Highlights
Simulation is a useful strategy in nursing education and has received increasing attention
A preliminary search of Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), The Cochrane Database of Systematic Reviews, and JBI Evidence Synthesis was conducted, and we identified no existing or ongoing systematic reviews or scoping reviews on this topic
The main data to be extracted, based on the National League for Nursing (NLN) Jeffries Simulation Theory [15], is as follows: context, background, design, outcomes, and key findings relevant to the review question, including the active learning strategy
Summary
Simulation is a useful strategy in nursing education and has received increasing attention. Simulation design to improve undergraduate nursing students’ experience of EBP students’ knowledge and performance [5], enhancing their self-confidence in performing nursing care, and reducing anxiety [6]. Organization-related barriers, such as a lack of authority to change patient care or a lack of time and resources in the clinical setting, reportedly impede the improvement of students’ EBP knowledge and skills, as well as their attitudes toward EBP [12]. Simulation-based education is considered a useful way to reduce the gap between EBP theory and practice and overcome challenges in preparing students to implement EBP during their clinical practicum [13]. The design of the simulation affects student learning outcomes [14] and may influence students’ experience of EBP implementation in a simulated context. What active learning strategies are used in such programs to change evidence into practice?
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