{"title":"Exploring extended immersive simulation-based education to prepare undergraduate nursing students for professional practice: A scoping review","authors":"Caitlin Morse , Lin Zhao , Karen Livesay","doi":"10.1016/j.ecns.2025.101799","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Extended immersive simulation (EIS), a subset of simulation-based education (SBE), provides prolonged simulation experiences that replicate real-world professional practice. While extensive research exists on SBE, no scoping reviews have mapped EIS-based education's impact on undergraduate nursing education.</div></div><div><h3>Aim</h3><div>To investigate the literature on EIS related to undergraduates' learning experiences and engagement. It evaluates teaching modalities and learner-centred approaches in EIS, exploring their impact on student engagement and learning outcomes.</div></div><div><h3>Method</h3><div>Following the Joanna Briggs Institute framework, this review analysed 684 publications from PubMed and ProQuest (2012-2024). Two authors independently screened titles, abstracts, and full texts, using detailed analysis and thematic categorisation.</div></div><div><h3>Results</h3><div>Fifteen papers met the criteria. Thematic analysis revealed three themes: Student-Centred Learning Approaches, Structure of EIS, and Simulation Outcomes in nursing programs.</div></div><div><h3>Conclusion</h3><div>EIS and student-centred approaches improve nursing students' learning and readiness. Despite limited literature, EIS boosts engagement and prepares students in a controlled environment. More research is needed on student support, facilitator training, and academic guidance. Combining EIS with traditional methods is recommended for optimal development.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"107 ","pages":"Article 101799"},"PeriodicalIF":2.5000,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Simulation in Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1876139925001161","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Extended immersive simulation (EIS), a subset of simulation-based education (SBE), provides prolonged simulation experiences that replicate real-world professional practice. While extensive research exists on SBE, no scoping reviews have mapped EIS-based education's impact on undergraduate nursing education.
Aim
To investigate the literature on EIS related to undergraduates' learning experiences and engagement. It evaluates teaching modalities and learner-centred approaches in EIS, exploring their impact on student engagement and learning outcomes.
Method
Following the Joanna Briggs Institute framework, this review analysed 684 publications from PubMed and ProQuest (2012-2024). Two authors independently screened titles, abstracts, and full texts, using detailed analysis and thematic categorisation.
Results
Fifteen papers met the criteria. Thematic analysis revealed three themes: Student-Centred Learning Approaches, Structure of EIS, and Simulation Outcomes in nursing programs.
Conclusion
EIS and student-centred approaches improve nursing students' learning and readiness. Despite limited literature, EIS boosts engagement and prepares students in a controlled environment. More research is needed on student support, facilitator training, and academic guidance. Combining EIS with traditional methods is recommended for optimal development.
期刊介绍:
Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation.
We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria:
Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation
Innovative teaching/learning strategies using simulation
Articles updating guidelines, regulations, and legislative policies that impact simulation
Leadership for simulation
Simulation operations
Clinical and academic uses of simulation.