Exploring the observer role and clinical reasoning in simulation: A scoping review

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Clinical Reasoning

Background:

• A knowledge gap exists regarding nursing students' experiences as simulation observers and the effectiveness of learning scaffolds.
• Little is known about how nursing students develop clinical reasoning while observing simulations and the impact of scaffolding.

Purpose of the Study:

• To explore nursing students' experiences as simulation observers.
• To investigate the level of engagement in learning through clinical decision-making models and learning scaffolds during simulation observation.

Main Methods:

• A scoping review was conducted using Arksey and O'Malley's framework and PRISMA checklist.
• Literature search of Medline and CINAHL databases (1999-2020).
• Thematic analysis of 18 selected studies; quality appraisal using the Mixed-Methods Appraisal Tool.

Main Results:

• The observer role in simulation was explored, focusing on self-transformation and peer observation.
• A significant proportion of studies lacked clear research questions (66.7%) or objectives (66.7%).
• Most studies (72%) provided answers to their research questions, but quality varied.

Conclusions:

• There is a paucity of research on nursing students' clinical reasoning experiences during simulation observation.
• Nurse educators can enhance learning by optimizing the observer role and scaffolding activities within simulation.
• Further research is needed to fully understand and leverage the observer role in nursing education.