Langan L, Frazer K, Darley A, Goodman L, Browne F, Fulfilled P, Halligan P, Redmond C. Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review.
J Adv Nurs 2024. [PMID:
38940383 DOI:
10.1111/jan.16284]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 05/21/2024] [Accepted: 06/06/2024] [Indexed: 06/29/2024]
Abstract
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
To map the evidence regarding the adoption of inclusive pedagogy in online simulation-based learning in undergraduate nursing education.
DESIGN
A scoping review.
METHODS
Data were extracted, synthesized and presented in narrative and table format.
DATA SOURCES
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
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
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
Utilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students.
IMPACT
This review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education.
REPORTING METHOD
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
No Patient or Public Contribution.
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