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

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Health Professions Education

Background:

• Simulation is crucial for nursing education, but its application varies globally.
• Existing frameworks for simulation design, implementation, and evaluation are primarily developed in high-resource settings.
• The applicability of these frameworks in low-resource settings remains underexplored.

Purpose of the Study:

• To identify and describe constructs of theories and frameworks guiding simulation in nursing education worldwide.
• To assess the applicability of these frameworks in low-resource settings.
• To highlight the need for context-specific simulation frameworks in resource-limited environments.

Main Methods:

• A scoping review was conducted following PRISMA-ScR guidelines and Arksey and O'Malley's framework.
• Searched six electronic databases and Google Scholar for English-language studies from 2012 to February 2022.
• Data from five studies (four frameworks, one theory) were extracted and narratively synthesized.

Main Results:

• Seven constructs were identified: context, background, simulation design, educational practices, facilitator, participant, and outcomes.
• All identified frameworks and the theory originated from developed countries.
• A significant gap exists in context-specific frameworks for simulation in low-resource nursing education.

Conclusions:

• Current simulation frameworks are not tailored for low-resource settings, hindering effective implementation.
• There is a critical need for developing and adopting context-specific, locally relevant simulation frameworks.
• Tailored frameworks will enhance simulation accessibility, utilization, student learning, and clinical competence development in resource-limited areas.