Implementation and impact of simulated patient perspective exercises in undergraduate nursing education: A scoping review

Objectives: Exercises that immerse nursing students in the patient perspective are increasingly used to support empathy and reflective learning. This scoping review aimed to map the current literature on these exercises in undergraduate nursing education, focusing on their design, reported effects, and pedagogical implications. Methods: Following Arksey and O’Malley’s framework and PRISMA-ScR guidelines, we searched PubMed, CINAHL, Embase, and Web of Science, completing the final database search in Nov 2024. Eligible studies included peer-reviewed empirical research involving undergraduate nursing students. Relevant data were extracted, categorized using a standardized charting form, and synthesized thematically to identify common patterns across studies. Results: Twenty-two studies published between 2009 and 2024 were included in this scoping review. Studies used qualitative, quantitative or mixed-method designs and examined simulations focused on aging, disability, or mental health. Three key themes were identified: (1) students’ responses during the simulation exercises, (2) perceived impact after the exercises and (3) ethical and pedagogical considerations related to implementation. Conclusions: Patient perspective simulations may enhance empathy and support reflective practice among nursing students. However, ethical concerns, questions of authenticity, and varied implementation approaches highlight the need for thoughtful design. Further research should explore long-term effects and establish best practices for integrating these exercises into nursing curricula.