Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review (Preprint)

Abstract

BACKGROUND Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance the critical thinking skills of nursing students. OBJECTIVE The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. METHODS The proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA extension for scoping reviews. A systematic, comprehensive literature search was performed in the databases LILACS, ERIC, CINAHL, MEDLINE, EMBASE, PsycINFO and Web of Science, and pairs of authors independently selected the articles by screening titles, abstracts, full-text papers and extract data. The data will be analysed and thematically categorised. To validate the findings and inform further research, we will conduct a consultation exercise. RESULTS The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. The data are being charted as of January 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023 CONCLUSIONS The results of this proposed scoping review may identify gaps in the literature and will provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ first-hand experiences and the further development of successful teaching strategies in nursing education.