Clinical simulation in geriatric nursing education: Scoping review and analytical synthesis for curriculum design

Objectives To map clinical simulation scenarios and synthesize recurring characteristics related to instructional design, fidelity, competencies, and educational outcomes. Design Scoping review. Data Sources MEDLINE, Embase, Web of Science, Scopus, and grey literature sources. Review Methods The review followed Joanna Briggs Institute methodology and PRISMA-ScR guidelines. Data were analyzed descriptively and synthesized into an analytical matrix describing recurring patterns across simulation characteristics and reported outcomes. Results Twenty-two studies were included. Simulation scenarios addressed key geriatric conditions and were associated with outcomes such as clinical reasoning, communication, empathy, and self-efficacy. The analytical synthesis identified recurring patterns across scenario design, instructional strategies, fidelity, and reported educational outcomes. Conclusion Included studies frequently reported competency development associated with simulation-based educational experiences. The findings may inform instructional design, curriculum planning, and evaluation processes in geriatric nursing education.