Health professional students’ experiences with virtual simulation: a scoping review protocol

Abstract

Virtual simulation can have a positive impact on student outcomes; still, guidance from an educator and a reliable connection to the internet are cited as important factors for a positive learning experience. However, when students are asked to complete the simulation outside of class time, it remains unknown how their experience is impacted. The objective of this scoping review is to answer the question: What are health professional student experiences with We will include published peer-reviewed evidence about any health professional student completing virtual simulation outside of a course context. To be included, the virtual simulation activity needs to be required as part of a course. We will use the scoping review methodology from the Joanna Briggs Institute (JBI). Published literature will be located through Medline and Embase (via Ovid), CINAHL, Education Source Complete and ERIC (via Ebsco) and the Web of Science Core Collection. We will search for qualitative, quantitative and mixed-method studies written in English, French or Portuguese. No date limit will be applied. Two reviewers will independently screen articles in the Covidence systematic review management software. Data will be extracted and presented in a narrative summary with tables.