Simulation-Based Education and Nursing Student Learning Motivations: A Scoping Review.

Area of Science:

• Nursing Education
• Medical Simulation
• Learning Motivation

Background:

• Simulation-based learning (SBL) is increasingly utilized in nursing education.
• Understanding SBL's impact on student motivation is crucial for effective pedagogy.
• Existing literature requires systematic synthesis to identify key motivational drivers.

Purpose of the Study:

• To explore how simulation-based learning influences learning motivation in undergraduate nursing students.
• To identify specific factors within SBL that enhance student motivation.
• To map motivational factors across various simulation modalities.

Main Methods:

• Scoping review following Joanna Briggs Institute (JBI) guidelines and PRISMA-ScR.
• Systematic search of MEDLINE, CINAHL, ERIC, and PubMed (January 2014 - November 2024).
• Thematic analysis of 21 included studies using an inductive approach.

Main Results:

• SBL positively impacts intrinsic motivation, self-efficacy, critical thinking, and academic engagement.
• Effective motivational factors include realistic scenarios, repetition, reflection, structured debriefing, and engaging environments.
• High-fidelity simulation, virtual reality, and standardized patients were common modalities; challenges include cost and facilitator training.

Conclusions:

• SBL strategies can be optimized to support cognitive and emotional aspects of learning motivation in nursing.
• This review systematically maps motivational factors across diverse simulation modalities, informing educational practice.
• Further research may address implementation costs and adaptability for diverse learner needs.