Accepted for/Published in: JMIR Research Protocols
Date Submitted: Jan 31, 2024
Date Accepted: Apr 15, 2024
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Socioemotional skills in the teaching-learning process mediated by medium and high-fidelity clinical simulation in nursing students. A Scoping Review Protocol.
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. 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, 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. 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. Then, the results will be consolidated according to tables that summarize the most important findings and answer the research question.
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.
Conclusions:
In accordance with the findings, the most significant implications will be outlined, directed not only to educational institutions and students but also to healthcare providers and professionals. Clinical Trial: https://doi.org/10.17605/OSF.IO/P4AYS
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Copyright
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