Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Scoping Review.
Hege Vistven Stenseth, Simen A Steindal, Marianne Trygg Solberg, Mia Alexandra ��lnes, Anne Lene S��rensen, Camilla Strandell-Laine, Camilla Olaussen, Caroline Farsj�� Aure, Ingunn Pedersen, Jaroslav Zlamal, Jussara Gue Martini, Paula Bresolin, Silje Christin Wang Linnerud, Andr��a Aparecida Gon��alves Nes
Author Information
Hege Vistven Stenseth: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Simen A Steindal: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Marianne Trygg Solberg: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Mia Alexandra ��lnes: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Anne Lene S��rensen: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Camilla Strandell-Laine: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Camilla Olaussen: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Caroline Farsj�� Aure: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Ingunn Pedersen: Nord University, Bod��, Norway. ORCID
Jaroslav Zlamal: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Jussara Gue Martini: Postgraduate Program in Nursing, Universidade Federal de Santa Catarina, Florian��polis, Brazil. ORCID
Paula Bresolin: Postgraduate Program in Nursing, Universidade Federal de Santa Catarina, Florian��polis, Brazil. ORCID
Silje Christin Wang Linnerud: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Andr��a Aparecida Gon��alves Nes: Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway. ORCID
BACKGROUND: Critical thinking is a crucial skill in the nursing profession and must be fostered through nursing education. Simulation-based learning (SBL) with technological modalities is a pedagogical approach to enhance critical thinking skills for nursing students. The use of technology in SBL to achieve critical thinking skills is diverse. No previous scoping review has systematically mapped studies on SBL supported by technology to enhance critical thinking in nursing students. OBJECTIVE: This scoping review aimed to systematically map research on the use of SBL supported by technology to enhance critical thinking in nursing students. METHODS: This scoping review was conducted according to the framework by Arksey and O'Malley and was reported according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, Embase, PsycINFO, and Web of Science databases in 2021 and repeated in 2023 and 2024. Pairs of authors independently assessed titles, abstracts, and full-text papers and extracted data from the included studies. The data underwent summative and thematic analysis and were categorized according to the findings. RESULTS: In total, 4 main categories of technology applied in SBL were identified: computer-based simulations, human-patient simulators, virtual reality or immersive virtual reality, and others. The findings revealed a shift across time in the technology used for SBL to enhance critical thinking, from human patient simulators to computer-based simulations. A dominant part of the included studies published after 2018 (21/44, 48%) incorporated a combination of asynchronous and synchronous learning activities. The theoretical foundation of the studies revealed a range of scientific theories and conceptual frameworks and models. Enablers of or barriers to the enhancement of critical thinking skills in nursing students were identified within the following themes: affinity for and availability of technology, realism, accessibility, engagement and motivation, validation, return on investment, and enhanced critical thinking through SBL using technology. CONCLUSIONS: There has been a noticeable shift in the technology and use of technology in SBL. Descriptions of the applied technology and pedagogical considerations are pivotal for comparing or synthesizing research results. There has been a trend toward a blended educational approach combining synchronous and asynchronous learning activities. User technological proficiency and the perceived quality of the technology are imperative in the development of critical thinking. Realism, engagement, and motivation play pivotal roles in the enhancement of critical thinking in technologically supported SBL. The establishment of robust theoretical foundations of research and standardized research practices will strengthen the evidence obtained from the research conducted.
