Frameworks for the design, implementation, and evaluation of simulation‐based nursing education: A scoping review

Abstract

This scoping review was conducted to identify and describe constructs of frameworks and theories used to guide the design, implementation, and evaluation of simulation in nursing education globally, with a focus on their applicability in lowresource settings. Six electronic databases, three of which were on EBSCO Host (CINAHL, MEDLINE, ERIC), PubMed, Scopus, and ProQuest, as well as Google Scholar, were searched to retrieve studies published in the English language between 2012 and February 2022. The review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) checklist, and was guided by Arksey and O 0 Malley's five-step scoping review methodological framework. Data were extracted from five studies (four frameworks and a theory) and narratively synthesized. Hence, seven constructs were identified and described: context, background, simulation design, educational practices, facilitator, participant, and outcomes. The four frameworks and theory were developed in the context of developed countries, which reveals the lack of a context-specific framework to guide the design, implementation, and evaluation of simulation in nursing education in low-resource settings. Given resource limitations and the apparent gaps

A Simulation-Based Clinical Nursing Education Framework for a Low-Resource Setting: A Multimethod Study

“…The findings of the review therefore underscored the need for the development of a context-specific framework tailored to the needs and resources of low-resource settings, to promote the use of SBCNE. The scoping review is published as a separate paper [ 27 ].…”

“…In responding to the call by the International Nursing Association of Clinical and Simulation Learning (INACSL) to structure clinical simulation experience in line with the simulation modality [ 53 ], the SBCNE framework thus includes simulation modality as a component of the simulation design. Previous simulation frameworks and the NLN Jeffries simulation theory [ 13 , 24 , 25 , 26 , 27 ] did not include simulation modality in the structure of their frameworks and theory. Given the focus of this framework in guiding the design, implementation, and evaluation of simulation in low-resource settings, explicitly including simulation modality and the choice of low-fidelity simulation through the use of role play, manikins, and task trainers to accomplish the purpose of the simulation is necessary [ 74 ].…”

“…Objective two helped in the design of the primary studies of phase two. Details of the scoping review are published in another journal [ 27 ].…”

“…Hence, the use of SBCNE has been strongly recommended by the National Council of State Boards of Nursing (NCSBN) and the World Health Organization (WHO). Nonetheless, the use of SBCNE in low-resource settings has been slow to progress, partly due to the lack of a context-specific framework to guide the design, implementation, and evaluation of simulations, as well as deliberate investment to transform and scale up nursing education [ 26 , 27 ].…”

“…Prior research has emphasized the need for an empirical framework to guide the design, implementation, and evaluation of simulation in nursing and medical education [ 27 , 28 , 29 ]. It is no doubt that, a comprehensive simulation framework with well-defined constructs ensures a well organised and purposeful simulation experience [ 8 ].…”