Exploring facilitation in virtual simulation in nursing education: A scoping review

Area of Science:

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

Background:

• Virtual simulation is increasingly used in undergraduate nursing education.
• Reflective feedback is a key component of effective learning in simulation.
• The role and impact of feedback within virtual simulation require systematic mapping.

Purpose of the Study:

• To systematically map existing research on reflective feedback in virtual simulation for undergraduate nursing education.
• To identify how reflective feedback is utilized and perceived in virtual simulation environments.

Main Methods:

• A comprehensive scoping review was conducted.
• The Arksey and O'Malley framework and PRISMA-ScR guidelines were employed.
• Data from 41 studies across 15 countries were synthesized.

Main Results:

• Virtual simulation interventions involved interactions with virtual patients, software, faculty, or peers.
• Students reported valuing reflective feedback provided during and after simulation activities.
• Feedback mechanisms included software-driven cues and direct input from facilitators.

Conclusions:

• The presence of a human facilitator ('human in the loop') is vital for optimizing reflective feedback in virtual simulation.
• Virtual simulation allows for timely feedback and reflection, fostering deep learning.
• Further research is needed to clarify the facilitator's role and the impact of feedback processes in virtual simulation.