Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review.
inclusive pedagogy
nurse educator
online simulation‐based learning
student diversity
undergraduate nursing student
Journal
Journal of advanced nursing
ISSN: 1365-2648
Titre abrégé: J Adv Nurs
Pays: England
ID NLM: 7609811
Informations de publication
Date de publication:
28 Jun 2024
28 Jun 2024
Historique:
revised:
21
05
2024
received:
24
07
2023
accepted:
06
06
2024
medline:
28
6
2024
pubmed:
28
6
2024
entrez:
28
6
2024
Statut:
aheadofprint
Résumé
Equality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation-based learning in the undergraduate nursing education literature. To map the evidence regarding the adoption of inclusive pedagogy in online simulation-based learning in undergraduate nursing education. A scoping review. Data were extracted, synthesized and presented in narrative and table format. A systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022. Thirty-eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback. Inclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature. Utilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students. This review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education. This scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews checklist. No Patient or Public Contribution.
Sections du résumé
BACKGROUND
BACKGROUND
Equality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation-based learning in the undergraduate nursing education literature.
AIMS
OBJECTIVE
To map the evidence regarding the adoption of inclusive pedagogy in online simulation-based learning in undergraduate nursing education.
DESIGN
METHODS
A scoping review.
METHODS
METHODS
Data were extracted, synthesized and presented in narrative and table format.
DATA SOURCES
METHODS
A systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022.
RESULTS
RESULTS
Thirty-eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback.
CONCLUSION
CONCLUSIONS
Inclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature.
IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE
UNASSIGNED
Utilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students.
IMPACT
CONCLUSIONS
This review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education.
REPORTING METHOD
UNASSIGNED
This scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews checklist.
PATIENT OR PUBLIC CONTRIBUTION
UNASSIGNED
No Patient or Public Contribution.
Types de publication
Journal Article
Review
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2024 The Author(s). Journal of Advanced Nursing published by John Wiley & Sons Ltd.
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