Gordon Renée, Riley Jaime, Dupont Diana, Rogers Beth, Witherspoon Richelle, Day Kelly, Horsley Elizabeth, Killam Laura
Faculty of Nursing, The University of New Brunswick, Fredericton, NB, Canada.
The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, Saint John, NB, Canada.
JBI Evid Synth. 2025 Apr 1;23(4):812-821. doi: 10.11124/JBIES-24-00130. Epub 2025 Jan 7.
The growing demand for health professional education intensifies the need for learning innovations such as simulation: facilitating predictable, realistic, experiential learning that prepares students for practice. To achieve this, facilitators must provide pedagogically sound, psychologically safe simulation. High-quality simulation enhances students' self-efficacy, critical thinking, and clinical reasoning. Despite increasing integration of simulation into curricula, best practices for facilitator development remain unknown, risking the quality and safety of simulations.
This scoping review will identify the extent and type of evidence guiding the development of simulation facilitators in pre-registration health professional programs for any type and stage of simulation.
This review will consider reports on simulation facilitator development for educators of pre-registration health professional students in academic settings. The simulation may be delivered using any delivery modality and in any language. Reports focused on simulation facilitators working in professional settings, within graduate programs, or with already licensed learners will be excluded.
The review will follow the JBI methodology for scoping reviews. The databases to be searched will include CINAHL (EBSCOhost), Embase, ERIC (EBSCOhost), MEDLINE (Ovid), and ProQuest Dissertation and Theses, from 2005 to the present. Titles and abstracts, followed by full-text articles, will be screened by 2 independent reviewers. Data will be extracted using a pre-defined data extraction form and content analysis will be conducted. Extracted data will be presented using tables, charts, and a narrative summary.
Open Science Framework: https://osf.io/wf9zc.
对卫生专业教育的需求不断增长，这加剧了对诸如模拟等学习创新方法的需求：模拟有助于开展可预测、逼真的体验式学习，让学生为实践做好准备。要实现这一点，促进者必须提供教学合理、心理安全的模拟。高质量的模拟可提高学生的自我效能感、批判性思维和临床推理能力。尽管模拟在课程中的整合日益增加，但促进者发展的最佳实践仍不为人知，这可能会危及模拟的质量和安全性。
本范围综述将确定指导预注册卫生专业项目中模拟促进者发展的证据的范围和类型，适用于任何类型和阶段的模拟。
本综述将考虑关于学术环境中预注册卫生专业学生教育工作者模拟促进者发展的报告。模拟可以使用任何交付方式并以任何语言进行。专注于在专业环境、研究生项目中工作的模拟促进者或与已获得执照的学习者合作的报告将被排除。
本综述将遵循JBI范围综述方法。要搜索的数据库将包括CINAHL（EBSCOhost）、Embase、ERIC（EBSCOhost）、MEDLINE（Ovid）和ProQuest学位论文数据库，时间范围从2005年至今。标题和摘要，随后是全文文章，将由2名独立评审员进行筛选。将使用预定义的数据提取表提取数据，并进行内容分析。提取的数据将以表格、图表和叙述性总结的形式呈现。
开放科学框架：https://osf.io/wf9zc。
