The influence of final-year undergraduate nursing students’ participation in simulation on their critical thinking: A mixed methods systematic review

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 89 (Nov 2025), p. 104617-104635
Autor principal:	Harry, Kate
Otros Autores:	Pierce, Beth, Forster, Elizabeth
Publicado:	Elsevier Limited
Materias:	United States > US California Problem solving Augmented reality Intervention Measures Students Collaboration Curricula Qualitative research College students Systematic review Simulation Cognitive ability Data quality Reality Distance learning Cognition & reasoning COVID-19 Professional practice Participation Decision making Skill development Nurses Critical thinking Debriefing Teachers Nursing education Mixed methods research Research methodology Nursing Fidelity Realism Appraisal Skills Clinical competence Pandemics Patients Learning Modalities Computer Simulation Learning Activities Experiential Learning Medical Evaluation Information Seeking Decision Making Skills Evaluative Thinking Database Management Systems Learner Engagement Educational Strategies Competence Influence of Technology Meta Analysis Electronic Learning Data Analysis College Science Definitions Logical Thinking
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Descripción
Resumen:	Aim To synthesise recent evidence on the characteristics and effectiveness of simulation to support development of final-year undergraduate nursing students’ critical thinking. Background Critical thinking is fundamental to safe, effective nursing practice, particularly for final-year students transitioning to autonomous roles. Simulation-based education is widely used to foster critical thinking, yet simulation has transformed considerably in the last five years. Design Mixed method systematic review. Methods Primary studies published from 2019 to 2025 were searched across MEDLINE, EMBASE, CINAHL Complete, ERIC and SCOPUS. Eligible studies reported on final-year nursing students’ critical thinking outcomes following simulation participation. Methodological quality was appraised using the Mixed Methods Appraisal Tool. Data were integrated using convergent narrative synthesis. Results Eighteen studies were analysed and synthesised to present the simulation interventions, critical thinking measures and outcomes according to simulation modality. Five simulation intervention modalities were used: standardised patient (5), high-fidelity (3), low-fidelity (1), virtual-reality (5) and mixed-reality (2). Eleven critical thinking measures were used, most commonly Yoon’s Critical Thinking Disposition Scale. Most studies (n = 14) found simulation enhanced students’ critical thinking. Standardised patient, virtual and mixed reality simulations positively influenced critical thinking and high and low fidelity showed mixed results. The modality’s fidelity level did not predict effectiveness . Conclusion Various simulation modalities can support development of final-year nursing students’ critical thinking particularly when incorporating structured debriefing. When designing simulation, educators should look beyond fidelity and intentionally align modality with learning goals. More longitudinal and qualitative research is needed to better understand simulations’ impact on final-year nursing students’ critical thinking.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104617
Fuente:	Sociology Database