Simulation-Based Learning about Care of People with Disabilities: An Integrative Review

Background: An estimated 44.1 million US citizens are living with disabilities. People with disabilities are at higher risk for health problems, affecting their overall quality of life and care experience. Simulation-based learning (SBL) enables students to apply cognitive, affective, and psychomotor competencies through simulated experiential activities in realistic environments. Research is limited on the integration of disability into SBL nursing education. Aim: To appraise and synthesize extant literature on the integration of disability in SBL in prelicensure nursing programs. Methods: This review identified and synthesized 18 research articles describing the implementation of disability SBL in prelicensure nursing programs. Results: Four themes were identified substantiating the importance of integrating disability into SBL: knowledge and understanding, communication confidence, empathy, and enlightened attitudes. Conclusions: Disability SBL strategies are integral to achieving learning outcomes related to patient-centered care. Large well-designed studies are needed to measure its effectiveness.