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BackgroundEquality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation‐based learning in the undergraduate nursing education literature.AimsTo map the evidence regarding the adoption of inclusive pedagogy in online simulation‐based learning in undergraduate nursing education.DesignA scoping review.MethodsData were extracted, synthesized and presented in narrative and table format.Data SourcesA systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022.ResultsThirty‐eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback.ConclusionInclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature.Implications for the profession and/or patient careUtilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students.ImpactThis review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education.Reporting MethodThis scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis extension for Scoping Reviews checklist.Patient or Public ContributionNo Patient or Public Contribution.
BackgroundEquality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation‐based learning in the undergraduate nursing education literature.AimsTo map the evidence regarding the adoption of inclusive pedagogy in online simulation‐based learning in undergraduate nursing education.DesignA scoping review.MethodsData were extracted, synthesized and presented in narrative and table format.Data SourcesA systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022.ResultsThirty‐eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback.ConclusionInclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature.Implications for the profession and/or patient careUtilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students.ImpactThis review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education.Reporting MethodThis scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis extension for Scoping Reviews checklist.Patient or Public ContributionNo Patient or Public Contribution.
Simulated participants (SPs) can support development of competencies associated with person-centred care of older adults. There is limited information and understanding about working with older adult SPs and those who support them to create authentic, safe and effective simulations. This review aimed to review simulation literature focused on the care of older adults to explore and summarize what is known about working with older adults as SPs in healthcare providers’ education. This scoping review followed Arksey and O’Malley’s five-stage approach, involving identification, selection, charting, collating, summarizing and reporting on results. Databases searched included MEDLINE, PsychINFO and EBSCO. To capture additional articles, we hand-searched the reference lists of articles selected for inclusion, MedEdPORTAL and Google Scholar. From the initial 816 citations identified, 12 articles were in scope. Articles were either research or educational guides. Findings related to general characteristics of articles, description of SPs, conceptualization of SP role/scenario, SP preparation and scenario implementation. Older adult SPs contribute to healthcare provider training in authentic, engaging, safe and effective ways. This scoping review provides a foundation on which to further develop older adult SP practices by highlighting their well-being and safety (both physical and psychological), promoting ways to increase diversity and inclusion, and emphasizing that the words we use matter. Improved reporting details of articles involving older adult SPs will facilitate the identification of effective practices.
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