Use of simulation-based education to improve wound care practice amongst registered and nursing students: An integrative review

Abstract

Background Nursing students (NS) and Registered Nurses (RN) often face challenges in wound management due to limited specialized knowledge. Simulation-based education (SBE) has emerged as a solution to bridge gaps in clinical practice. This review examines the role of SBE in developing wound care skills, focusing on its utilization, methods used to evaluate efficacy, and alignment with Healthcare Simulation Standards of Best Practice® (INACSL Standards Committee, 2021). Methods Seventeen studies (2014-2024) were reviewed, exploring various SBE modalities in wound care education, including mannequins, task trainers, simulated participants, and virtual/augmented reality. These studies evaluated the impact on nursing students and registered nurses' wound care knowledge, skills, and decision-making. Results The review found that both qualitative and quantitative methodologies are being used to evaluate the impact of SBE to improve theoretical knowledge and practical skills in wound care. While methodological issues were identified in the reviewed studies, simulation-based training was found to enhance clinical skills and the application of wound care principles. Issues including study design, the use of unvalidated assessment tools, and standardizing simulated participant (SP) recruitment and training procedures were identified. Conclusion Simulation-based education is a valuable strategy for enhancing wound care education in both student and registered nurses by supporting the development of clinical skills. Simulated participants create realistic, patient-focused scenarios that allow learners to practice clinical reasoning and decision-making in a safe, controlled environment. However, greater methodological rigor is needed to improve the reliability of findings and to better evaluate the true impact of SBE in the context of wound care education.

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