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Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Scoping Review.

Hege Vistven Stenseth¹, Simen A Steindal^1,2, Marianne Trygg Solberg^1,3

¹Department of Graduate Studies, Faculty of Nursing, Lovisenberg Diaconal University College, Oslo, Norway.

Journal of Medical Internet Research

|February 18, 2025

Summary

This scoping review maps research on technology-enhanced simulation-based learning (SBL) for nursing students. Findings show a shift towards computer-based simulations and blended learning, highlighting technology

Keywords:

critical thinking nursing education nursing students review simulation-based learning technologically supported simulation-based learning

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Area of Science:

Nursing Education
Health Professions Education
Educational Technology

Background:

Critical thinking is essential for nurses and must be developed through nursing education.
Simulation-based learning (SBL) using technology is a key pedagogical approach for enhancing nursing students' critical thinking.
Existing research has not systematically reviewed the use of technology in SBL for critical thinking development in nursing.

Purpose of the Study:

To systematically map existing research on the application of technology-enhanced SBL for improving critical thinking skills in nursing students.

Main Methods:

A comprehensive scoping review following Arksey and O'Malley framework and PRISMA-ScR guidelines.
Systematic literature search across six major databases (LILACS, ERIC, MEDLINE, Embase, PsycINFO, Web of Science) in 2021, repeated in 2023 and 2024.
Independent assessment and data extraction by two authors, followed by summative and thematic analysis.

Main Results:

Four main technology categories in SBL were identified: computer-based simulations, human-patient simulators, virtual reality, and others.
A trend was observed from human-patient simulators to computer-based simulations over time.
Studies increasingly adopted blended learning (synchronous and asynchronous activities), with realism, engagement, and motivation identified as key enablers for critical thinking enhancement.

Conclusions:

A significant shift in technology and its application within SBL for nursing education is evident.
Blended learning approaches combining synchronous and asynchronous activities are trending.
Technological proficiency, perceived technology quality, realism, engagement, and motivation are crucial for effective critical thinking development in technologically supported SBL.