Call for Special Issue: Nursing Simulations

Call for Special Issue (Open Access)
Journal of Interactive Learning Research (JILR)

State of Science: Nursing Simualtions

Submission Deadline: June 1, 2023

Key Information

Important Dates:

Manuscript submission: June 1, 2023

Reviews returned/Decisions made June 30, 2023

Final Accepted Papers: July 15, 2023

Publication: Approximately August 2023

Topics of interest include, but are not limited to, the following aspects:

  • Grassroots development of simulation innovations
  • Evaluation and tools to assess competency using simulation
  • The use of simulation for clinical replacement
  • Standardizing best-practices for simulation across a curriculum or school
  • Innovations in virtual simulation methods among nursing students
  • Linkage of simulation to clinical practice outcomes
  • Overcoming barriers such as technological problems and emotional exhaustion
  • Advances to increase authenticity and realism in simulation
  • Advances in Innovative simulation technologies such as artificial intelligence and extended reality (i.e., AR, VR, MR)

This special issue will focus on work that highlights the state of the science for nursing simulations, including areas of innovation and novel application. Papers that use empirical methods to analyze innovations focused on nursing simulations are strongly encouraged. However, theoretical papers and literature analyses that are rigorous and research-based are also welcomed. All accepted papers will be published as open access with fees waived.


An education simulation is an immersive and active learning technique which provides guided experiences mimicking the real world. In nursing, these simulations are used to teach safe decision making, clinical judgment, and nursing skills for students who often do not get such responsibilities in the clinical setting. Simulations may use high-fidelity computerized mannikins, standardized patient actors, or virtual reality modalities that are all aimed at increasing nursing students’ confidence and competence before working with real humans in practice. With a growing nursing shortage affecting the entire healthcare system, and the traditional clinical apprenticeship models that have been used for over 50 years being questioned, it is time to re-evaluate nursing education practices. Researchers and practitioners need to consider how simulation is used and linked through research to practice outcomes.


Although many positive outcomes of simulation have been well studied in the literature, there are also continued barriers and constraints which limit simulation from being used to its full potential.  More theory-driven and empirical efforts are needed to shed light on the current state of simulation usage in nursing education, particularly in a post COVID pandemic era. This special issue aims to collect interdisciplinary work that addresses challenges in nursing simulation research and practice; a major goal is also to help advance our theoretical and analytical understanding of nursing simulations in education. Preference will be given to empirical research, though strong theoretical papers and literature reviews are also welcomed.


Submit to: (choose JILR 34:3, Special Issue Nursing Simulation)

Questions:  Contact Dr. Janet Reed ([email protected]) or Dr. Michelle Aebersold ([email protected])

JILR information:

Wish to Serve as a Guest Reviewer for this Special Issue?

Authors and non-authors contact [email protected]

Wish to Serve on the JILR Editorial Review Board?

Authors and non-authors contact [email protected]