Abstract: Background: Simulation-based learning (SBL) is widely used in nursing education to strengthen clinical competence while protecting patient safety. Objective: To map and summarize evidence (2018–2024) on SBL’s effectiveness, benefits, challenges, and implementation considerations in nursing education. Methodology: Scoping review following Arksey & O’Malley’s five-stage framework with Levac’s enhancements; reported against PRISMA-ScR. Databases: CINAHL, MEDLINE/PubMed; grey literature via Google Scholar. English-language original research and evidence syntheses (2018–2024) involving pre-licensure nursing students and/or registered nurses in academic or continuing-education contexts were charted and narratively synthesized by theme (learning outcomes; critical thinking/clinical judgment; confidence/affective outcomes; teamwork & interprofessional skills; transfer/retention; modality & “dose”; design/debriefing; implementation & cost). Results: Across RCTs, quasi-experimental studies, and recent systematic reviews/meta-analyses, SBL consistently improves knowledge/skills, clinical judgment/critical thinking, and self-confidence versus traditional methods; benefits are strongest when scenarios align with objectives and include structured debriefing aligned to INACSL Standards. Evidence on long-term retention and transfer to clinical practice is promising but mixed; robust effects on patient-level outcomes remain limited. Resource needs (faculty development, debriefing expertise, equipment, space) and cost are the main barriers; cost-utility data suggest screen-based/virtual options can be efficient complements. Conclusion: SBL is an effective, standards-driven pedagogy that can substitute for a portion of clinical hours and enhance key competencies; future work should prioritize longitudinal outcomes, standardized measures, and cost-effectiveness.
Keywords: simulation-based learning; nursing education; clinical competence; clinical judgment; critical thinking; self-confidence; debriefing; INACSL; virtual simulation; implementation.
Title: Assessing the Impact of Simulation-Based Learning in Nursing Education: A Scoping Review
Author: Nourah Aldousari, Hind Yousef Aldosari
International Journal of Healthcare Sciences
ISSN 2348-5728 (Online)
Vol. 13, Issue 1, April 2025 - September 2025
Page No: 658-665
Research Publish Journals
Website: www.researchpublish.com
Published Date: 01-September-2025
