Background Simulation-based education is increasingly used in Saudi nursing education, but the outcomes reported in this literature often emphasize learner satisfaction, self-confidence, knowledge, and short-term skills rather than competency development. Aim This structured narrative review critically examines how learning outcomes are reported in Saudi simulation-based nursing education and the extent to which these outcomes support claims about competency development. Methods A structured narrative review was conducted of English-language, peer-reviewed empirical studies published between January 2016 and April 2026. Searches were undertaken in CINAHL, MEDLINE via Ovid, Web of Science Core Collection, and Scopus, with an exploratory search used to refine key terms. The review was informed by SANRA and narrative synthesis principles. Data were extracted on study design, participants, simulation modality, outcomes, measurement tools, timing of assessment, and relevance to competency development. Methodological quality was considered using the Mixed Methods Appraisal Tool. Results The literature showed a growing but methodologically varied evidence base. Reported outcomes clustered into three broad categories: cognitive and technical outcomes; psychological and learner-experience outcomes; and broader competency-oriented outcomes. Most studies reported positive immediate outcomes, particularly in knowledge, skills, satisfaction, confidence, self-efficacy, and perceived competence. However, fewer studies examined observed performance, retention, skill transfer, clinical judgment in action, or assessment against explicit competency frameworks. Conclusion Saudi simulation-based nursing education demonstrates clear educational value and learner acceptability. However, the current evidence more strongly supports short-term learning and positive learner experience than robust competency development. Future studies should align outcomes with competency frameworks, include performance-based and longitudinal assessment, and report simulation design and debriefing processes more transparently.
Background Competency-based nursing education increasingly incorporates computer-based simulation, including immersive virtual reality (IVR), yet implementation remains challenging in resource-constrained settings. Methods This conceptual, evidence-informed discussion examines the implementation of computer-based simulation in competency-based nursing education within resource-constrained higher education institutions. Results Implementation is limited by inadequate infrastructure, insufficient faculty development, lack of contextualized curricula, and misalignment between assessment and competency frameworks. Sustainable adoption depends more on pedagogical, curricular, and institutional readiness than technological sophistication. Context-sensitive strategies include curriculum mapping, faculty development, institutional partnerships, and affordable simulation alternatives. Conclusions These approaches can promote equitable, sustainable competency development in nursing education.
Background Effective clinical leadership underpins high-quality patient care, yet clinicians report feeling underprepared because of limited training. Digital game-based interventions (DGBIs) may provide an accessible, scalable approach to clinical leadership development. Methods This scoping review was conducted in accordance with the Joanna Briggs Institute methodology and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The review mapped evidence describing the use of DGBIs to support clinical leadership development among post-graduate healthcare professionals and explored consideration of individual participant characteristics. MEDLINE, Scopus, PsycINFO, and CINAHL were searched on 10th November 2025, with reference lists screened. Results Seventeen studies met the inclusion criteria. All addressed competencies relevant to clinical leadership. However, none identified clinical leadership as the primary focus. Consideration of individual participant characteristics was limited. Conclusion DGBIs have been explored to support clinical leadership development among post-graduate healthcare professionals. However, a limited and heterogeneous evidence base, variable intervention characteristics and inconsistent reporting of participant characteristics constrain conclusions regarding reported outcomes.
