Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review protocol

Area of Science:

• Nursing Education
• Pedagogy
• Health Professions Education

Background:

• Higher education access is a right, but challenges persist for marginalized students.
• Inclusive pedagogical principles are crucial for supporting diverse student populations.
• Online teaching and learning (T&L) strategies, including simulation-based learning (SBL), are increasingly integrated into nursing curricula.

Purpose of the Study:

• To systematically map the literature on inclusive pedagogy in online SBL for undergraduate nursing education.
• To identify how online SBL can best support the growing diversity among nursing students.
• To provide an overview of the current evidence base for inclusive pedagogy in this field.

Main Methods:

• Protocol guided by PRISMA-P, Arksey and O'Malley's framework, JBI guidelines, and PRISMA-ScR.
• Systematic scoping review of published and unpublished literature.
• Focus on inclusive pedagogy within online SBL in undergraduate nursing programs.

Main Results:

• This section will present the findings of the scoping review once completed.
• The review will synthesize evidence on the inclusivity of online SBL in nursing education.
• It will highlight gaps in the current literature regarding inclusive practices.

Conclusions:

• The scoping review will provide a comprehensive overview of inclusive pedagogy in online SBL for nursing students.
• Findings will inform policy, pedagogical design, and technological advancements in online SBL.
• The study aims to assist nurse educators in implementing inclusive practices to meet educational requirements.