|dc.description.abstract||Whilst clinical simulation is recognised as an effective educational tool within the healthcare community, the inability to offer authentic simulation learning environments remains problematic. The latest advances in technology such as immersive virtual reality (IVR) now offer opportunities to enhance traditional practice to the extent that may transform learning. However, traditional practice has clear links with anxiety, stress and reduced performance and it is unknown if IVR simulation has the same response. Determining potential benefits, drawbacks and affordances of IVR simulation may help provide an understanding of its effectiveness. The aim of this scoping review is to locate and describe the literature on immersive virtual reality technology within clinical simulation education and its impact on stress response and learning.
Methods: The databases to be searched include ERIC, AMED, PsychINFO (OVID); CHINAHL, MEDLINE (EBSCO); SCOPUS and Web of Science. Grey literature will be searched in Google Scholar and a review of included source reference lists for similar topics will identify relevant studies. Data will be exported via Endnote™ X9 (Clarivate Analytics, PA, USA) to Covidence™ (Veritas Health Innovation, Melbourne, Australia) for peer review. Final results will be presented in tabular form in addition to a narrative summary of findings.||