[Simulation in nursing education in Italy: a scoping review].

UNLABELLED: . Simulation in nursing education in Italy: a scoping review.

INTRODUCTION

Simulation represents a cornerstone in contemporary nursing education, yet no comprehensive synthesis is currently available describing how it is used, in which settings it is applied, and outcomes assessed in Italy.

OBJECTIVE

To map the available literature on simulation in Italian nursing education and practice, examining study designs, participant characteristics, simulation modalities, theoretical and evidence-based underpinnings, outcome measures, and key educational insights.

METHODS

The scoping review followed the Joanna Briggs Institute (JBI) methodology and was reported according to the PRISMA-ScR checklist. Searches were conducted in PubMed, Scopus, and EBSCOhost. Primary studies conducted in Italy, published in Italian or English, and focused on the use of simulation in nursing education, training, or practice were included.

RESULTS

Thirty-three studies were included. Scientific production increased over time, with a marked peak during the covid-19 pandemic. Most studies were observational, monocentric, and conducted in academic settings, mainly within undergraduate nursing programmes. High-fidelity simulation was the most frequently used modality, whereas digital, immersive, and hybrid technologies were less represented. Outcomes mainly addressed the first two levels of Kirkpatrick's model, while transfer to practice and patient or organizational outcomes were rarely investigated.

CONCLUSIONS

Italian research on nursing simulation is growing and shows signs of maturation but remains predominantly single-centre and academically focused. As in the international literature, transfer to practice and impact on patient outcomes remain poorly documented. Pedagogical design appears generally sound, whereas reporting and alignment among objectives, modalities, fidelity, and evaluation remain areas for improvement.