Simulation Sequencing in Nursing Education and Its Impact on Student Learning Outcomes: A Scoping Review

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Pedagogical Strategies

Background:

• Simulation is a key teaching method in nursing, often replacing in-hospital practice.
• Established standards exist for simulated patient encounters, but not for their sequencing.
• The order of didactic, simulation, and clinical practice (sequencing) is not well-defined, hindering research into its impact on learning.

Purpose of the Study:

• To review the existing literature on simulation sequencing in nursing education.
• To investigate whether the sequencing of simulation experiences influences student learning.

Main Methods:

• A systematic literature search was conducted using Arksey and O'Malley's framework.
• Databases searched included PubMed, CINAHL, MEDLINE, Scopus, and ERIC.
• Inclusion and exclusion criteria were applied to select relevant articles.

Main Results:

• The initial search identified 184 articles.
• After deduplication and screening, 5 articles were included in the final review.
• The reviewed articles did not provide specific guidance on simulation sequencing.

Conclusions:

• While standards exist for simulation development and evaluation, specific recommendations for sequencing are absent.
• The sequencing of didactic and simulation components represents a critical area for future research.
• Developing evidence-based sequencing standards is essential for advancing the science of simulation in nursing education.