The use of portable simulation technology in complex medical units for nursing and medical staff: Scoping review

Objective: Simulation-based education provides a safe environment for experiential learning; however, delivering high-quality training in clinical settings remains challenging. Portable technologies — including mobile simulation units, virtual reality (VR), and augmented reality (AR)—offer flexible, on-site education. This scoping review aimed to identify portable simulation modalities used for nursing and medical continuing education in hospital settings and to describe associated educational outcomes. 
Methods: The review followed Arksey and O’Malley’s 5-stage methodological framework and adhered to the PRISMA-ScR checklist. MEDLINE, CINAHL, and ERIC were searched for peer-reviewed studies published between January 2010 and August 2025.
Results: Sixty-five studies were included. The studies were heterogeneous with a mix of experimental and quasi-experimental designs. Modalities included VR, AR, hybrid simulations, computer- and web-based platforms, game-based learning, mobile simulation carts, and portable low- and high-fidelity models. Outcomes most often addressed knowledge, technical skills, confidence, and clinical decision-making. VR and AR enabled immersive, flexible learning, while mobile, web-based, and computer-based platforms supported accessible, self-paced training. Hybrid and high-fidelity simulations enhance complex decision-making, teamwork, and technical skills. Portable simulations enabled hands-on, context-specific training in clinical environments.
Conclusions: Simulation-based education represents a versatile approach for healthcare workforce education. Immersive VR and AR primarily support knowledge application, while portable and mobile simulations can facilitate technical skill development in clinical settings. Integrating portable mediums into hospital education could promote access to education, knowledge translation and evidence-informed practice implementation.