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Critical thinking 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 critical thinking skills for nursing students. The use of technology in SBL to achieve critical thinking skills is diverse. No previous scoping review has systematically mapped studies on SBL supported by technology to enhance critical thinking in nursing students. This scoping review aimed to systematically map research on the use of SBL supported by technology to enhance critical thinking in nursing students. This scoping review was conducted according to the framework by Arksey and O'Malley and was reported according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. 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 underwent summative and thematic analysis and were categorized according to the findings. In total, 4 main categories of technology applied in SBL were identified: computer-based simulations, human-patient simulators, virtual reality or immersive virtual reality, and others. The findings revealed a shift across time in the technology used for SBL to enhance critical thinking, from human patient simulators to computer-based simulations. A dominant part of the included studies published after 2018 (21/44, 48%) incorporated a combination of asynchronous and synchronous learning activities. The theoretical foundation of the studies revealed a range of scientific theories and conceptual frameworks and models. Enablers of or barriers to the enhancement of critical thinking skills in nursing students were identified within the following themes: affinity for and availability of technology, realism, accessibility, engagement and motivation, validation, return on investment, and enhanced critical thinking through SBL using technology. There has been a noticeable shift in the technology and use of technology in SBL. Descriptions of the applied technology and pedagogical considerations are pivotal for comparing or synthesizing research results. There has been a trend toward a blended educational approach combining synchronous and asynchronous learning activities. User technological proficiency and the perceived quality of the technology are imperative in the development of critical thinking. Realism, engagement, and motivation play pivotal roles in the enhancement of critical thinking in technologically supported SBL. The establishment of robust theoretical foundations of research and standardized research practices will strengthen the evidence obtained from the research conducted.

The aims of this study were to explore the effects of simulation-based learning (SBL) on nursing student competences and performance in the clinical setting. A comparison group design was used with data obtained from self-administered questionnaires at the onset and end of the semester. Students' practicum grades were also collected to examine their clinical performance. Four simulated scenarios were added to the course and a Chinese version of the Simulation-Based Learning Evaluation Scale (SBLES) was distributed to the participants. The student practicum evaluation form was used to collect the participants' practicum grades. Data analyses included descriptive statistics, paired t-test, and analysis of covariance (ANCOVA). Positive, significant differences were found in five competences in the test group. In the comparison group, results in the professional knowledge and nursing process subscale showed significant differences, and no significant difference was found in the patient safety, communication, and attitude of reflection subscales. The students in the test group perceived greater competences than those in the comparison group. Finally, no significant findings were found in clinical performance between two groups. The findings showed that SBL is seen as an attractive teaching strategy for students’ learning as part of their curriculum and that the effects of SBL on clinical practice need further examination. •Simulation-based learning (SBL) affects student behaviors in actual clinical settings remained unknown.•The students in the test group perceived greater progression of “soft” competence than those in the comparison group.•No different clinical performance between the test and comparison groups was found

Background The rapid progress in the field of aesthetic medicine and cosmetic dermatology drives the demand for skilled healthcare practitioners able to provide safe, complex treatments accurately and confidently. Traditional training approaches, which emphasize didactic teaching and little hands‐on experience, typically fail to prepare postgraduate students for these challenges. We hypothesized that interactive visual simulation may improve preclinical competency in aesthetic medicine and cosmetic dermatology. Aims The aim of this study is to explore the impact of interactive visual simulations 3D app on the development of preclinical skills in aesthetic medicine and cosmetic dermatology. Methods The study was designed as a mixed‐methods approach, which combined quantitative analysis of simulation performance data with quantitative feedback from participants. The study is based on a purposive sample of 25 healthcare professionals enrolled in aesthetic medicine postgraduate training programs at the Queen Mary University of London (QMUL). Data were collected through post‐training assessment questionnaires and performance metrics during simulations. Results The findings clearly emphasized an improvement in the proficiency and confidence of participants who trained using interactive visual simulations. Trainees reported a greater sense of realism and immersion in their training, which helped them better understand the spatial relationships and anatomical structures involved in aesthetic procedures. Additionally, participants expressed increased confidence in their ability to perform these procedures on real patients. Conclusion The study found that interactive visual simulation may help to improve aesthetic medicine and cosmetic dermatology preclinical competency. This technology has the potential to offer a better training experience than traditional approaches, resulting in more confident and skilled healthcare practitioners who can conduct difficult and safe aesthetic interventions.

Background Simulation-Based Learning (SBL) is increasingly adopted in medical education across various specialties, employing realistic simulations to significantly enhance learning experiences. However, a comprehensive evaluation of its effectiveness specifically in endocrinology has not yet been conducted. The study aims to systematically review and meta-analyze the impact of SBL versus Non-Simulation-Based Learning (NSBL) on knowledge acquisition, skills, satisfaction, and interest in learning among endocrinology trainees. Methods This systematic review and meta-analysis adhered to the PRISMA guidelines, searching PubMed, Web of Science, Embase, Cochrane library, China National Knowledge Infrastructure (CNKI), Wanfang Data, Weipu, and Chinese Biomedical Database (CBM) until March 2024. We included randomized controlled trials comparing SBL to NSBL in endocrinology education. The quality evaluation relied on the Cochrane risk-of-bias assessment tool. The main results included evaluations from both theoretical and practical assessments. Additional measures consisted of assessing satisfaction and interest in learning. Results We identified 22 studies suitable for systematic review and 21 for meta-analysis, involving a total of 2517 participants. SBL greatly enhanced theoretical knowledge [standardized mean difference (SMD) = 1.00, 95% confidence interval (CI): 0.68–1.32, P  < 0.00001, I 2  = 89%] and practical skills (SMD = 1.56, 95% CI: 1.11–2.01, P  < 0.00001, I 2  = 93%) compared to NSBL. Additionally, SBL was associated with higher satisfaction and greater interest in learning. No significant publication bias was detected, and sensitivity analysis confirmed the stability of these findings. Conclusions SBL significantly enhances knowledge, skills, satisfaction, and interest in learning within endocrinology education compared to NSBL. These findings support the integration of high-quality SBL into endocrinology curricula to improve educational outcomes. Future research should explore the lasting effects of SBL on knowledge retention and clinical practice, as well as to evaluate its cost-effectiveness and compatibility with various educational tools in diverse settings.

Satellite altimetry combined with data assimilation and optimal interpolation schemes have deeply renewed our ability to monitor sea surface dynamics. Recently, deep learning schemes have emerged as appealing solutions to address space‐time interpolation problems. However, the training of state‐of‐the‐art neural schemes on real‐world case‐studies is hindered by the sparse space‐time coverage of the sea surface of real altimetry data set. Here, we introduce an innovative approach that leverages state‐of‐the‐art ocean models to train simulation‐based neural schemes for the mapping of sea surface height and demonstrate their performance on real altimetry data sets. We analyze further how the ocean simulation data set used during the training phase impacts this performance. This experimental analysis covers both the resolution from eddy‐present configurations to eddy‐rich ones, forced simulations versus reanalyzes using data assimilation and tide‐free versus tide‐resolving simulations. Our benchmarking framework focuses on a Gulf Stream region for a realistic 5‐altimeter constellation using NEMO ocean simulations and 4DVarNet mapping schemes. All simulation‐based 4DVarNets outperform the operational observation‐driven and reanalysis products, namely DUACS and GLORYS. The more realistic the ocean simulation data set used during the training phase, the better the mapping. The best 4DVarNet mapping was trained from an eddy‐rich and tide‐free simulation data sets. It improves the resolved longitudinal scale from 151 km for DUACS and 241 km for GLORYS to 98 km and reduces the root mean square error by 23% and 61%. These results open research avenues for new synergies between ocean modeling and ocean observation using learning‐based approaches. Plain Language Summary To train an artificial intelligence (AI) model, one need to describe a task using data and an evaluation procedure. Here we aim at constructing images related to the ocean surface currents. The satellite data we use provide images of the ocean surface with a lot of missing data (around 95% of missing pixels for a given day), and we aim at finding the values of the missing pixels. Because we don't know the full image, it is challenging to train an AI on this task using only the satellite data. However, today's physical knowledge makes it possible to numerically simulate oceans on big computers. For these simulated oceans, we have access to the gap‐free image, so we can train AI models by first hiding some pixels and checking if the model fill the gaps with the correct values. Here, we explore under which conditions AIs trained on simulated oceans are useful for the real ocean. We show that today's simulated oceans work well for training an AI on this task and that training on more realistic simulated oceans improve the performance of the AI! Key Points We suggest utilizing ocean simulation data sets to train neural schemes for mapping real altimeter data The trained neural scheme improves the spatial scales resolved over the operational mapping product on a GulfStream case study by 30% Using more realistic simulation data sets improves the resulting neural mapping scheme by up to 20% in the spatial scales resolved

Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students. The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. The proposed scoping review will use the framework established by Arksey and O'Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized. The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023. The results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students' reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students' firsthand experiences and further development of successful teaching strategies in nursing education. DERR1-10.2196/36725.

Background Simulation‐based Learning (SBL) was used in Machining Technology, a sixty‐hour module for second year engineering students, at the School of Engineering at Temasek Polytechnic. The aim of this study was to investigate the effect of SBL on learners' motivation and performance. In assessing students' motivation, we adopted a framework based on the Self‐determination Theory (SDT), chosen on account of its comprehensive treatment of the relationship between students' perceived needs satisfaction and their motivation. Purpose (Hypothesis) It is hypothesized that SBL, which provides learners with interactive learning experiences, will enhance students' motivation and performance. We explored the effect of SBL on students' perceived psychological needs satisfaction, motivation, and learning, and how SBL affected students' understanding and application of content knowledge. Design/Method The intervention procedure involved the incorporation of SBL in Machining Technology, a 60 hour module in the mechanical engineering program. Survey findings and post‐intervention assessment outcomes were used to assess the students' perceptions of their basic psychological needs satisfaction, motivation, and performance. Results Our findings suggest that the students perceived their psychological needs to be satisfied and had high levels of self‐determined motivation. Students who undertook SBL had higher mean performance test scores, although SBL may have differential effects on learners depending on factors such as gender, educational backgrounds, and IT knowledge. Conclusions Our findings suggest that the students perceived their basic psychological needs to be met and that SBL can potentially enhance self‐determined motivation as well as improve learning in general.

Clinical simulation is a recent and now most used educational approach in health training programs. Its use for educational purposes in nursing education has gradually become widespread throughout the world. The aim of this study was to assess students' satisfaction and self-confidence with simulation-based learning and to identify the association of simulation design characteristics and educational practices with those outcomes. This study utilized a correlational cross-sectional research design. Using a convenience sample, 110 nursing students were selected. Data were collected based on a questionnaire involving three instruments: the Simulation Design Scale, Educational Practices in Simulation Scale, and Student Satisfaction and Self-Confidence in Learning Scale. Data were analysed using SPSS software, version 26.0. Pearson's correlation coefficients was determined to describe and test the relationships between the different variables. Nursing students were mostly satisfied with their simulation-based learning activity and felt self-confident: M=21/25 and M=33.8/40, respectively. For simulation design characteristics, only \"Support\"was correlated with student satisfaction ( = 0.468, = 0.000) and it was the factor most correlated with students' self-confidence levels ( = 0.477, = 0.000). Furthermore, there were significant correlations between all educational practices and student satisfaction/self-confidence in learning, at a level of p < 0.01. \"Diverse ways of learning\" was the factor most correlated with student satisfaction ( = 0.858, = 0.000) and student self-confidence levels ( = 0.738, = 0.000). The current study's findings show that consideration of simulation design elements and the features of all educational practices is necessary for the development of a successful simulation experience and the improvement of student satisfaction and self-confidence.

Introduction Simulation‐based learning (SBL) is widely used in healthcare education to provide a safe environment for students to practice clinical scenarios without causing patient harm. While established in developed countries, SBL's implementation is new in South Africa; there is a lack of research addressing sonography students' experiences. This study aimed to explore and describe the experiences of Bachelor of Science (BSc) second‐year sonography students using SBL for clinical training at a local University of Technology (UoT). Method An exploratory, qualitative and descriptive research study was conducted in 2020, with virtual one‐on‐one interviews due to COVID‐19 restrictions. Eight BSc second‐year sonography students, who had undergone SBL in their first year, participated. Data saturation was achieved, and interviews were audio recorded and transcribed verbatim. Results Thematic analysis revealed three themes: (1) Enhancing preparedness for the clinical environment, (2) Limitations of the tissue‐equivalent phantom and (3) Suggestions for improving simulation. While students expressed positive feedback and enjoyment of the simulation tool, they also highlighted limitations, such as unrealistic representations of real patient scanning conditions. Conclusion This study provides valuable insights into sonography students' experiences with SBL. Positive influence of SBL on clinical training was observed. To enhance SBL for future sonography students, consideration for high‐fidelity simulators with advanced software is recommended. Funding options to invest in such simulators should be explored by radiography educators to promote more realistic training experiences. This study aimed to explore and describe the experiences of BSc second‐year sonography students using simulation‐based learning (SBL) as a form of clinical training prior to patient interaction at a University of Technology (UoT) in South Africa. Thematic analysis of the data revealed three themes: (1) Enhancing preparedness for the clinical environment, (2) Limitations of the tissue‐equivalent phantom and (3) Suggestions for improving simulation learning.

To report on the development, evaluation, and acceptability of a simulated patient resource designed for teaching and assessment in low vision rehabilitation. The findings aim to inform possible future integration of this method into optometric education. In response to COVID-19 restrictions, a simulated patient resource was developed to allow students undertaking the practical elements of postgraduate modules in low vision practice at Cardiff University to complete their training. Using a mixed methods case study approach, the evaluation examined perspectives from students, assessors, and simulated patients, to establish if there was a consensus of opinion on its use. The study did not seek to demonstrate educational impact or validate SiP against existing methods. Five assessors, five simulated patients and seven students completed evaluations. Both assessors and students broadly accepted the method for both teaching and assessment, with mean scores across all groups ranging from 7.3 to 9.6 on a 1-10 scale (where 1 indicated very poor acceptance and 10 excellent acceptance). The discussion and establishing magnification elements of the encounter were the least well accepted. Simulated patients found the level of preparation for the role adequate. There were no significant differences between Likert scores between assessors and students in both the teaching and assessment sessions. Thematic analysis of free text comments showed in the main positive responses, with all groups highlighting the benefits of detailed scenarios and pre-session training. The method was acceptable to the professional governing and accrediting body, the College of Optometrists. Implementing a guideline-compliant simulated patient resource for high-stakes assessment requires significant time and resources. Our single cohort analysis indicates broad acceptance amongst assessors and students. Further research is needed to evaluate its educational impact across a wider range of scenarios and competencies while also further assessing its validity. Though simulated patients offer a viable alternative for teaching and assessing low vision practice, real patient encounters remain preferable.