Abstract

Simulations have been implemented globally in nursing education for years with diverse conceptual foundations. The aim of this scoping review is to examine the literature regarding the conceptualizations of learning and pedagogical models in nursing simulations. A scoping review of peer-reviewed articles published between 2000 and 2013 was conducted. The primary search words were “nursing”, “simulation”, “learning” and “pedagogy”.  The following databases were used: Web of Science, Academic Search Elite, ProQuest and PubMed. Scoping method included six stages: identifying the research question, identifying relevant studies, selecting the studies, charting the data and collating, summarizing and reporting the results and consultation. Thirty-two articles were included. Thirteen conceptualizations of learning in nursing simulations were identified. Five pedagogical models appeared, and they form the entire simulation process. Although the educational and theoretical foundations of nursing simulations are diverse, the socio-material approaches appear to be few.  Multiple concepts that are used in studies need to be defined and explained. Pedagogical models need empirical testing to fully benefit nursing and nursing education research, policy and practices. Educational theories need to guide teaching practices in nursing simulations and we need to strengthen the theory and empirical dialogue in nursing simulation studies.

Key words: Simulations, pedagogical models, learning, nursing.