TABLE 4.
Context and number of scenarios in each simulation session
| No. of scenarios per session | Study | Context |
|---|---|---|
| 1 scenario per session | Bussard (2018) | Medical‐surgical nursing course |
| Hart et al. (2014) | Acute Patient Deterioration course | |
| Hill (2014) | Chronic obstructive pulmonary disease | |
| Ironside et al. (2009) | Acute care nursing course | |
| Raman et al. (2019) | Maternity nursing course | |
| Roh et al. (2020) | Adult health nursing scenarios | |
| Thomas and Mackey (2012) | High fidelity clinical simulation course | |
| 2 scenarios per session | Chiang and Chan (2014) | Adult nursing course |
| Lacue (2017) | Medical‐surgical nursing course | |
| Unsworth et al. (2016) | The deteriorating patient | |
| Curl et al. (2016) | Four clinical specialty, not specified | |
| 3 scenarios per session | Mould et al. (2011) | Critical care scenarios |
| Shin et al. (2015) | Paediatric course | |
| Díaz Agea et al. (2018) | Ethical course | |
| Melenovich (2012) | Medical‐surgical nursing course | |
| 4 scenarios per session | Meyer et al. (2011) | Paediatric course |
| Hansen and Bratt (2017) | Medical‐surgical nursing scenarios | |
| Liaw et al. (2014) | The transition‐to‐practice course | |
| Zapko et al. (2018) | Different combinations; basic nursing scenarios, paediatric, medical/surgical, mental health, geriatric and community scenarios |