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

Hege Vistven Stenseth; Simen Alexander Steindal; Marianne Trygg Solberg; Mia Alexandra Ølnes; Andrea Mohallem; Anne Lene Sørensen; Camilla Strandell-Laine; Camilla Olaussen; Caroline Farsjø Aure; Fernando Riegel; Ingunn Pedersen; Jaroslav Zlamal; Jussara Gue Martini; Paula Bresolin; Silje Christin Wang Linnerud; Andréa Aparecida Gonçalves Nes

doi:10.2196/36725

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

JMIR Res Protoc. 2022 Apr 4;11(4):e36725. doi: 10.2196/36725.

Authors

Hege Vistven Stenseth¹, Simen Alexander Steindal^{1

2}, Marianne Trygg Solberg¹, Mia Alexandra Ølnes¹, Andrea Mohallem³, Anne Lene Sørensen¹, Camilla Strandell-Laine^{1

4}, Camilla Olaussen¹, Caroline Farsjø Aure¹, Fernando Riegel⁵, Ingunn Pedersen⁶, Jaroslav Zlamal¹, Jussara Gue Martini⁷, Paula Bresolin⁷, Silje Christin Wang Linnerud¹, Andréa Aparecida Gonçalves Nes¹

Affiliations

¹ Lovisenberg Diaconal University College, Oslo, Norway.
² Faculty of Health Studies, VID Specialized University, Oslo, Norway.
³ Faculdade Israelita de Ciências da Saúde Albert Einstein, São Paulo, Brazil.
⁴ Faculty of Health and Welfare, Novia University of Applied Sciences, Turku, Finland.
⁵ Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil.
⁶ Nord University, Namsos, Norway.
⁷ Federal University of Santa Catarina, Florianópolis, Santa Catarina, Brazil.

PMID: 35373777
PMCID: PMC9016502
DOI: 10.2196/36725

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 critical thinking in 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 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized.

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. Charting the data began in February 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 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' firsthand experiences and further development of successful teaching strategies in nursing education.

International registered report identifier (irrid): DERR1-10.2196/36725.

Keywords: critical thinking; education; nursing; nursing education, educational approach; nursing students; simulation-based learning; technological supported simulation-based learning.

©Hege Vistven Stenseth, Simen Alexander Steindal, Marianne Trygg Solberg, Mia Alexandra Ølnes, Andrea Mohallem, Anne Lene Sørensen, Camilla Strandell-Laine, Camilla Olaussen, Caroline Farsjø Aure, Fernando Riegel, Ingunn Pedersen, Jaroslav Zlamal, Jussara Gue Martini, Paula Bresolin, Silje Christin Wang Linnerud, Andréa Aparecida Gonçalves Nes. Originally published in JMIR Research Protocols (https://www.researchprotocols.org), 04.04.2022.