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

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.