JMIR Publications

ABSTRACT

Background:

Critical thinking (CT) is a crucial skill in the nursing profession and must be fostered through nursing education. Simulation-based learning (SBL) with technological modalities is a pedagogical approach to enhance CT skills for nursing students (NSs). The use of technology in SBL to achieve CT skills is diverse. No previous scoping review has systematically mapped studies on SBL supported by technology to enhance CT in NSs.

Objective:

This scoping review aimed to systematically map research on the use of SBL supported by technology to enhance CT in NSs.

Methods:

The scoping review was conducted according to the framework of Arksey and O’Malley and was reported according to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases in 2021, and repeated in 2023 and 2024. Pairs of authors independently assessed titles, abstracts, and full-text papers and extracted data from the included studies. The data were summative and thematically analyzed and thematically categorized according to the findings.

Results:

Four main categories of technology applied in SBL were identified: computer-based simulations (CBS), human patient simulators (HPS), virtual reality (VR)/immersive virtual reality (IVR), and others. The findings reveal a historic shift in the technology utilized and learning designs for SBL to enhance CT, from HPSs to CBSs. A dominant part of the included studies after 2018 incorporated a combination of asynchronous and synchronous learning activities. Theoretical foundation of studies reveled a range of scientific theories and conceptual frameworks and models. Enablers or barriers to enhancement of CT skills in NSs were identified to the following themes: affinity for and availability of technology; realism; accessibility; engagement and motivation; validation; return on investment; and enhanced CT through SBL with technology.

Conclusions:

There has been a noticeable shift in the technology and utilization of technology in SBL. Descriptions of the applied technology and pedagogical considerations is. There has been a trend toward a blended educational approach combining synchronous and asynchronous learning activities. User technological proficiency and the perceived quality of technology are imperative in the development of CT. Realism, engagement, and motivation play pivotal roles for enhancement of CT in technological supported SBL. The establishment of robust theoretical foundations of research and standardized research practices will strengthen the evidence of the research conducted.