JMIR Publications

ABSTRACT

Background:

In nursing education, contact with real scenarios implies the design of favorable experiences to develop prioritization, reasoning, critical thinking, and management skills that support future practice. In the context of the teaching-learning process, simulation emerges as a support strategy, but it requires the knowledge and appropriation of teachers for the use and management of simulation. Clinical simulation during education promotes growth in technical skills and aptitudes such as critical thinking, emotional management, organization, delegation, and teamwork. The culmination positively impacts the student, reflecting on their confidence, security, adaptability to unexpected or unknown situations and risks.

Objective:

To determine the socio-emotional skills described during the teaching-learning process mediated by medium and high-fidelity clinical simulation in nursing students.

Methods:

Scoping review will be conducted; the main concepts and the limits of the research area are graphed, based on the proposal of five phases by Arksey and O'Malley. These will consider research articles and postgraduate theses published between 2010 and 2023 in English and Spanish. Dissertation-type documents, books’ chapters, editorials, abstracts, articles focused on clinical simulation in nursing professionals will be excluded. The information will come from the databases available at the Cooperative University of Colombia and databases such as CINHAL, Scielo, and PubMed. The selection will be in charge of two independent evaluators who will complete two stages, the first of the title in addition to the abstract and the second of the full text. With the retrieved articles, a database will be built with the variables of interest. Subsequently, a qualitative thematic analysis will be conducted by five independent reviewers. The purpose is to provide an overview of the literature, focusing on identifying similarities, contrasts between authors, and contributions related to the aspects of social skills described in nursing students.

Results:

The findings aim to focus on variables within the academic environment that, when correlated with the clinical simulation experience, may determine student learning. The working hypothesis posited is that students who experience greater satisfaction or possess better communication skills also demonstrate superior performance during high-fidelity simulation activities. The most relevant results will be contrasted considering the stated objective and knowledge gaps. Key aspects will also be compared with other reviews addressing related topics such as communication, self-efficacy, and self-confidence. Skills described by other authors that were not considered in the initial literature review will also be mentioned.

Conclusions:

Educational institutions are responsible for including learning experiences in controlled environments such as medium and high-fidelity simulation to ensure the acquisition of technical capabilities and additionally socio-emotional skills. Recognizing and managing emotions is necessary to provide adequate care for users of healthcare services and for the increased effectiveness of professionals. Clinical Trial: Protocol Registration: https://doi.org/10.17605/OSF.IO/P4AYS