Simulated-Practice Learning: a systematic narrative review

Simulated-practice learning placements were initiated as a response to a placement capacity crisis during the COVID-19 pandemic, offering an alternative enabling quality educational experience remotely. Its continued integration into undergraduate nursing programmes is representative of its success in preparing students for clinical practice. This systematic narrative review aims to provide a critical overview of the existing literature around simulated-practice learning in undergraduate nursing students following the COVID-19 pandemic. The 12 articles in the systematic review were heterogenous. The review uses Popay et al. (2006) approach in its synthesis Three primary themes included 1) adoption and institutional integration of simulated-practice learning placements; 2) simulated-practice learning design; 3) benefits and barriers. Simulated-practice learning placements provides a safe environment that allows those attending to experience a wide range of nursing practices. Financial strain was identified as a key barrier, as well as staffing, expertise, and additional workload. Simulated-practice learning placements present a valuable and viable approach to deliver comprehensive and equitable learning experiences. They can, therefore, be used to complement, and not replace, clinical practice.