A rollercoaster of emotions: An integrative review of emotions and its impact on health professional students' learning in simulation‐based education

Abstract

Aim

Simulation‐based education establishes a specific learning environment capable of activating emotions before, during and after the task. Research has identified stress and anxiety related to simulation. However, the role of various emotional experiences in a simulation that favour learning is still unclear. This review describes, interprets and synthesizes the current research findings on health professional students' experience of emotions and the effects on student learning in simulations.

Design

This study design was guided by integrative review method.

Methods

Databases were systematically searched for articles. 9,323 records were screened and 16 studies met the inclusion criteria. The study protocol was reported in Prospero.

Results

Three themes emerged from the analysis: (a) simulation as a fearful and stressful situation, (b) variability in emotions experienced during simulation as a rollercoaster of emotions and (c) emotions wide‐ranging effects on students' learning in the simulation.