Use of breakout rooms in synchronous online nurse education: A review of the literature to identify implications for simulated practice learning

Abstract

Most synchronous online education video conferencing platforms include a technological function to split the main session into multiple concurrent sessions, known as ‘breakout rooms’. The technological features of breakout rooms may be suitable to support the increasing use of simulated practice learning in nursing education; however, lack of skill and confidence have previously been identified as significant barriers to breakout room use and training for new online learning platforms can focus on technical aspects of using software rather than the specific pedagogical needs of nurse education. This systematic review aimed to understand the current evidence base underpinning use of breakout rooms in synchronous online nurse education and identify implications for simulated practice learning. Papers were identified using the PRISMA 2020 flow diagram for new systematic reviews which include searches of databases and registers and subjected to critical appraisal to ensure quality. Five papers were included for review and were subjected to reflexive thematic analysis using the six stages of analysis model. Five themes were identified: preparation, safe environment, innovation, support, and group dynamics. Breakout rooms were utilised to support a diverse range of learning activities compatible with the contexts identified by the Nursing and Midwifery Council for simulated practice learning in nursing education. The technological features of breakout rooms may support simulated practice learning in synchronous online nurse education by providing an environment for authentic, contextualised, and supervised practice experiences. Active learning can be encouraged by nurse educator presence and communication within breakout rooms, as well as planned inclusion of social interactions intended to build a community of support for students.