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Use of Simulation in Nonclinical Graduate Nursing Programs: An Integrative Review
Disha Patel1, Penni Isla Watts, Rebecca Billings
1Nursing Faculty, Western Governors University, Sigma Nursing, Indiana, Phi Gamma Chapter (Patel), Salt Lake City, Utah; Technology and Innovation, The University of Alabama at Birmingham School of Nursing (Dr Watts); and Lister Hill Library Department of Clinical, Academic, and Research Engagement, UAB School of Public Health, The University of Alabama at Birmingham (Billings).
Introduction:
Healthcare simulation is an innovative and impactful teaching method that enhances students' knowledge, skills, and attitudes in prelicensure and advanced practice nursing programs. Although there is evidence in the literature that simulation experiences can improve clinical skills and decision-making, simulation education is not widely used in nonclinical graduate nursing programs, such as those offering an MSN with concentrations in informatics, education, leadership, and management, as well as in doctoral nursing programs. Thus, the impact of simulation experiences is also unknown in nonclinical areas. This review was conducted to identify the use of healthcare simulations in nonclinical graduate nursing programs.
Methods:
The authors used Whittemore and Knafl's five-step integrative review framework to guide this review.
Results:
The review identified three key themes from the 11 included studies: (1) simulation-based education activities frequently focused on communication and teamwork skills, (2) learners' engagement with virtual simulation modalities, and (3) impact of faculty-led debriefing.
Discussion:
The reviewed articles indicated minimal research had been conducted on using identified simulation-based education in nonclinical contexts. This review's findings suggest that simulation can be used as a learning method in nonclinically focused graduate nursing programs.
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