(89) Mindfulness and Simulation-Based Learning in Nursing Education: A Scoping Review

Abstract:

Objective: This scoping review sought to examine, summarize, and identify the current state of knowledge on mindfulness in undergraduate nursing education, more specifically, during the prebrief phase of SBL.


Method: The scoping review was guided by the methodological five-step framework developed by Arskey and O'Malley (2005), with subsequent supporting recommendations from Levac et al. (2010). The search included five databases, spanning 2000 through 2022, with specific inclusion and exclusion criteria used to identify the articles for this review.

Results: Thirty-five studies were included in the review exploring the impact of mindfulness interventions in nursing education and SBL. Qualitative studies emphasized emotionally positive experiences, the importance of self-care, and relaxation. Quantitative studies highlighted decreased stress, regulating emotions, and awareness (Bultas et al., 2021; Chase et al., 2019; Franco, 2019).

Conclusion: The study has important implications for nursing education and (SBL). It suggests that mindfulness interventions may be beneficial in supporting students with managing the facets of academic stress, including the theory, skills acquisition in laboratory and simulation settings, and clinical rotations associated with nursing education. Further exploration of mindfulness in nursing education, specifically with the prebrief phase of SBL, is needed to fully understand the potential benefits of mindfulness within academic and practice settings.