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Description: Multisensory learning is a process of learning a new subject using two or more senses and may include visual, auditory, tactile, or synesthetic sensation, as well as olfactory and gustatory combinations.1 Teaching with a multisensory approach provides additional ways for students to receive information, helping them link new information to prior knowledge and understand relationships between concepts2 by activating different regions of the brain associated with touch, taste, hearing, and vision.1 In fact, there are interactions between the visual cortex, auditory cortex, and somatosensory cortex and the prefrontal cortex,3 which supports several higher cognitive processes, including perception, memory, and metacognition.4 In the classroom, in laboratories, or during clinical activities, teaching strategies or instructional resources that stimulate the sense organs by provoking sensations/perceptions or that stimulate body movements may contribute to nursing students’ learning, using diversified objects, such as peas, chocolate and candy wrappers,5 multicoloured buttons, gloves, and ear plugs.6 In summary, the literature shows that teaching undergraduate nursing students through sensations or perceptions arising from the stimulation of the sense organs or body movement contributes to the learning process of future nurses. However, Shams and Seitz7 encourage further research on multisensory learning to facilitate better understanding of the mechanisms and processes of learning in natural environments. Objectives: To map instructional strategies and resources used with a multisensory approach in undergraduate nursing teaching and to summarize the authors' discussions / conclusions about cognitive, affective and/or psychomotor responses of undergraduate nursing students. Inclusion Criteria Participants: Studies with undergraduate nursing students will be included, understood as individuals enrolled in a school or higher education program at the undergraduate level in nursing (in any period of the course, teaching scenario, from public or private educational institutions), and who attend to all three criteria described below: 1.Studies that describe educational strategy or instructional resources used in a class, course, training, clinical activity or laboratory activity to teach any topic / theme. 2. Studies that used strategies or resources to promote manipulation of objects / tactile sensation or sensations arising from some part of the body's skin (touch); to stimulate the perception of flavors (taste); to promote verbal expression (speech); who used images, shapes, colors and stimulation of spatial vision (vision); who used verbal sounds, tones, melodies or music (audition); that stimulated the perception of smells/odors (smell) or that intentionally stimulated body movement. 3. Studies in which the authors describe results and conclusions about the learning of nursing students when using the multisensory approach. Concept: The concept of interest in this scoping review is multisensory learning, understood as learning conducted with stimulation of hearing, sight, touch, speech, taste, movement, and action5--2 using the visual, auditory, coenesthetic, and tactile senses (which can combine three types of learning: auditory, visual, and kinaesthetic).8 Context: The context of this review will consist of environments where the development of teaching and learning activities occurs, which can be classrooms, laboratories, hospitals, communities, or any other environments/contexts in which classes, training or practical activities take place in person, in any country. Method: This scoping review will be conducted in accordance with the JBI methodology for scoping reviews.9 Databases/electronic portals will be accessed, and the search will include Pubmed (NLM/NCBI/NIH), CINAHL (EBSCO), the Educational Resource Information Centre (Proquest), PsycINFO (PsycNET), SCOPUS (Elsevier), EMBASE (Elsevier), the Web of Science Core Collection (Clarivate Analytics), the portal of the Virtual Health Library (BIREME/PAHO/WHO), and the Scientific Electronic Library Online (FAPESP/CAPES/CNPQ/BIREME/FapUNIFESP), EDUBASE (ULS). The search strategies will be adapted for each base, portal, or library. The authors of the studies will be contacted if necessary. Sources of unpublished studies and grey literature for research will include Google Scholar, Open Access Theses and Dissertations (OATD), the ProQuest Dissertations & Theses Global database, Open Grey, and the Brazilian Digital Library of Theses and Dissertations (IBICT). Potentially relevant studies will be retrieved in full, and their citation details will be imported into the JBI System for Unified Information Management, Assessment, and Review (JBI SUMARI 2019; JBI, Adelaide, Australia).10 1.Prasannakumar, S. Improving Working Memory in Science Learning through Effective Multisensory Integration Approach. IJMBC.2018; 9 (1-2): 83-94. 2.Taljaard J. A review of multi-sensory technologies in a science, technology, engineering, arts and mathematics (STEAM) classroom. J Learn Des.2016; 9(2):46-55. 3.Murray M, Lewkowicz DJ, Amedi A, Wallace MT. Multisensory processes: a balancing act across the lifespan. Trends Neurosci. 2016; 39(8): 567-79. 4.Gogulski J, Zetter R, Nyrhinen M, Pertovaara A, Carlson S. Neural substrate for metacognitive accuracy of tactile working memory. Cereb Cortex. 2017; 27: 5343–52. 5.Van SC; Fitzgerald C. The “sensory kit”: teaching about sensory changes in older adults. Nurs Educ Perspect. 2012; 33(3): 201-3. 6.Macaden L, Smith A, Croy S. Simulation on sensory impairment in older adults: nursing education. Br J Nurs. 2017;26(19):1057-64. 7.Shams L, Seitz AR. Benefits of multisensory learning. Trends Cogn Sci. 2008; 12(11):411-7. 8.Joshi RM, Payne MD, Boulware-Gooden R. The teaching reading in an inner city school through a Multisensory Teaching Approach. Ann Dyslexia. 2020; 52:229-42. 9.Peters MDJ, Godfrey C, McInerney P, Soares CB, Khalil H, Parker D. Chapter 11: Scoping reviews. In: Aromataris E, Munn Z, editors. Joanna Briggs Institute Reviewer's Manual. Adelaide: The Joanna Briggs Institute, 2017. Available from: https://reviewersmanual.joannabriggs.org/ 10. Munn Z, Aromataris E, Tufanaru C, Stern C, Porritt K, Farrow J,et al. The development of software to support multiple systematic review types: the Joanna Briggs Institute System for the Unified Management, Assessment and Review of Information (JBI SUMARI). Int J Evid Based Health 2019;17(1):36–43.