Aim: To examine the use of simulation to teach social determinants of health (SDOH) to undergraduate nursing students. Material and Methods: This is a mixed-method systematic review. The Conceptual Model of Nursing and Population Health guided this review. Peer-reviewed articles were searched in the Cumulative Index of Nursing and Allied Health Literature, MEDLINE, PubMed, PsycINFO, SocINDEX, and ProQuest Nursing & Allied Health Database. Results: Of 342 articles, six met the criteria. The selected studies used standardized patient simulation, manikin-based simulation, and escape room simulation, with participant numbers ranging from 16 to 570. Two articles used conceptual models to shape their research: Social Empathy and NLN/Jeffries Simulation Theory. The included articles used the following instruments and surveys: Attitudes Toward Poverty-Short Form, Beliefs Related to Poverty and Health, The Undergraduate Perceptions of Poverty Tracking Survey, post-simulation survey, and interview guide questions. Conclusion: This mixed-method systematic review found a lack of scenario diversity in teaching SDOH to nursing students. Randomized controlled trials or quasi-experimental studies are needed to increase the evidence level for this SDOH method. Implications for Nursing Policy: This review examined studies primarily focused on poverty, revealing statistically significant increases. Therefore, policymakers at universities or nursing councils can use the findings of this literature review to develop policies that support the creation of evidence-based simulations on the teaching of social determinants of health. Policymakers can recognize the need to address the existing gap in SDOH simulation scenarios.
Bozkurt et al. (Thu,) studied this question.