The Use of Clinical Simulation to Address Disability Content Inclusion in Nursing Education: A Review of The Literature

Eda Ozkara San, Katherine A. Marx, Beth Latimer, Gina Robertiello, Natalya Pasklinsky

Research output: Contribution to journalArticlepeer-review

Abstract

Nursing students receive limited education to prepare them for providing quality nursing care to people with disabilities. The aim of this article is to provide the state of the science, or what is known, about nursing simulation with disability content to provide direction for nursing education and research in the future. Thirteen studies were reviewed and appraised in this integrative review. This review revealed three major student-related study outcomes for simulation activities: (a) empathy, (b) understanding and awareness, and (c) communication and disability. Only a few studies integrated a definition of a disability and specified the disability model to guide the development of the simulation activity. This review revealed limited research on the use of simulation with disability content in nursing education. The findings indicate there is a need for nurse educators and researchers to use best practices, such as a competency-based approach, when integrating simulation activities with disability content into the nursing curriculum.

Original languageEnglish (US)
JournalClinical Simulation in Nursing
DOIs
StateAccepted/In press - 2022

Keywords

  • disabilities
  • disability content inclusion
  • disability simulation
  • nursing education
  • simulation

ASJC Scopus subject areas

  • Education
  • Modeling and Simulation
  • Nursing (miscellaneous)

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