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systematic review of the literature on simulation in nursing education

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Systematic review of the literature on simulation in nursing education

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Simulation-based learning is an educational intervention which creates an environment that is conducive to experiential learning. Despite the prevalence of research on the influence of simulation on nursing education, there is a dearth of literature on the effectiveness of simulation-based learning. This systematic review examines literature on simulation outcomes in nursing education from the years 2000-2010. The electronic databases reviewed for the systematic review of the literature included: CINAHL Plus, Medline, Health Source: Nursing/Academic Education, Google Scholar, and Digital Dissertations and Theses through ProQuest. The MeSH search terms included "simulation outcomes measurement" and "nursing education". Seventeen studies were included in the review of the literature. The literature was categorized into three themes; internal outcomes, external outcomes, and clinical evaluation. The available literature on simulation and nursing education provides evidence that that simulation is useful in creating a learning environment which contributes to knowledge, skills, safety, and confidence. This systematic review of the literature revealed a gap in the literature pertaining to the transfer of these outcomes to the clinical setting, and lays a foundation for further research on outcomes specific to simulation and nursing education.

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Systematic Review of the Literature on Simulation in Nursing Education

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systematic review of the literature on simulation in nursing education

Virtual Simulation to Enhance Clinical Reasoning in Nursing: A Systematic Review and Meta-analysis

Conclusions

Introduction

Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M.J., & Welch, V. A. (2020). Cochrane handbook for systematic reviews of interventions. Accessed at: January 7, 2021. Accessed from: www.training.cochrane.org/handbook

Eligibility Criteria

Search strategy.

Lefebvre, C., Glanville, J., Briscoe, S., Littlewood, A., Marshall, C., Metzendorf, M, … Wieland, S. (2020). Chapter 4: searching for and selecting studies. Cochrane Handbook for Systematic Reviews of Interventions . Accessed at: January 7, 2021. Accessed from: https://training.cochrane.org/handbook/archive/v6.1/chapter-04

Study Selection

Clarivate Analytics. (2020). EndNote X9 [Computer software]. Philadelphia, PA: the endnote team. Accessed from: https://endnote.com

Figure 1

Data Extraction

Li, T., Higgins, J., & Deeks, J. (2020). Chapter 5: Collecting Data. In Cochrane Handbook for Systematic Reviews of Intervention . Accessed at: January 7, 2021. Accessed from: https://training.cochrane.org/handbook/current/chapter-05

Quality Assessment

GRADEpro. (2020). GRADEpro GDT: GRADEpro guideline development tool [software]. Accessed at: February 18, 2021. Accessed from: https://gradepro.org

Schünemann, H., Brożek, J., Guyatt, G., & Oxman, A. (2013). Introduction to grading of recommendations, assessment, development and evaluation (GRADE) handbook. Accessed at: February 18, 2021. Accessed from: https://gdt.gradepro.org/app/handbook/handbook.html

Data Synthesis and Statistical Analyses

The Cochrane Collaboration (2020). Review Manager ( RevMan) [Computer Software]. (Version 5.4.1). Copenhagen: The Nordic Cochrane Centre. Accessed at: January 7, 2021. Accessed from: https://training.cochrane.org/online-learning/core-software-cochrane-reviews/revman

Deeks, J., Higgins, J., & Altman, D. (2020). Chapter 10: Analysing data and undertaking meta-analyses. In cochrane handbook for systematic reviews of interventions. Accessed at: January 7, 2021 Accessed from: https://training.cochrane.org/handbook/current/chapter-10

Chaimani, A., Caldwell, D., Li, T., Higgins, J., & Salanti, G. (2020). Chapter 11: Undertaking network meta-analyses. In cochrane handbook for systematic reviews of interventions. Accessed from: https://training.cochrane.org/handbook/current/chapter-11

Higgins, J., Savović, J., Page, M., Elbers, R., & Sterne, J. (2020). Chapter 8: assessing risk of bias in a randomized trial. In Cochrane handbook for systematic reviews of interventions . Accessed at: January 7, 2021. Accessed from: www.training.cochrane.org/handbook

The Jamovi Project (2021). Jamovi (Version 1.6) [Computer Software]. Sydney, Australia. Accessed from: https://www.jamovi.org

Study Characteristics

Li, C. (2016). A comparison of traditional face-to-face simulation versus virtual simulation in the development of critical thinking skills, satisfaction, and self-confidence in undergraduate nursing students. ProQuest Dissertations & Theses Global. 10800814.

low asterisk

Details of Virtual Simulation

Risk of bias assessment, applied knowledge outcomes.

Figure 2

Skills Demonstration Outcomes

Figure 3

Subgroup Analyses

Meta-regression, overall quality appraisal (grade).

Strengths and Limitations

Acknowledgement, conflict of interest, appendix. supplementary materials.

Article info

Publication history, identification.

DOI: https://doi.org/10.1016/j.ecns.2022.05.006

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Home > Departments > Nursing Graduate Studies > Nursing Masters Papers > 373

Nursing Masters Papers

Title of thesis/sip.

Simulation in Nursing Education: A Literature Review on Debriefing

Rebecca Rausch , Winona State University Follow

Date of Completion of Thesis/SIP

Spring 4-1-2020

Document Type

Scholarly Inquiry Paper (SIP)

Degree Name

Master of Science in Nursing (MSN)

First Advisor

Diane Forsyth

The purpose of this literature review is to evaluate and compare debriefing models used during simulation experiences and to make recommendations for nurse educators and researchers about debriefing. Learning does not occur during a simulated experience alone, but occurs as a result of the experience and the purposeful reflection and analysis following the experience. This purposeful guided reflection and analysis is known as debriefing. The method used in this scholarly inquiry paper is a literature review.

Five debriefing frameworks were reviewed and summarized in detail. The goal was to identify best practices for simulation debriefing to foster undergraduate nursing students’ improved critical thinking and clinical judgment. The frameworks were then compared to the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice. The INACSL Standards of Best Practice were used as a framework to systematically review each of the frameworks. Kolb’s Experiential Learning Theory aligns with all five debriefing models and could serve as the theoretical framework for debriefing.

The literature reinforces that debriefing is of value in helping learners improve future practice. Unfortunately, there are few studies testing the validity of debriefing frameworks, and the level of evidence of the articles found is low. There is a need for high level research studies, evaluating each method of debriefing, to determine if each model is effective in improving critical thinking or clinical judgment of learners. There is minimal evidence to suggest the superiority of one debriefing model over the others, so high level research studies are needed to compare them. Additional research will contribute to the growing body of knowledge relating to debriefing in nursing education and perhaps improve clinical judgment of nurses entering practice.

Recommended Citation

Rausch, Rebecca, "Simulation in Nursing Education: A Literature Review on Debriefing" (2020). Nursing Masters Papers . 373. https://openriver.winona.edu/nursingmasters/373

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Elsevier

Clinical Simulation in Nursing

Review article standardized patient simulation for more effective undergraduate nursing education: a systematic review and meta-analysis.

Clinical simulation is an increasingly vital part of clinical health care education.

Simulation allows for standardization of training experiences with patients.

SPS practice reduces the limitations of clinical practice for undergraduate nursing students.

SPS practice increases nursing students’ self-efficacy, communication skills, problem-solving and learning satisfaction.

SPS practice is more effective for nursing education than standard training alone.

This systematic review and meta-analysis was designed to investigate the effects of standardized patient simulation on undergraduate nursing students following PRISMA guidelines. We searched seven databases; three reviewers independently performed study selection and data extraction and employed the risk for bias assessment for nonrandomized studies (ROBINS) tool to evaluate the quality of evidence. To estimate effect size, a meta-analysis of the studies was performed using STATA 16.0. We identified 1,276 related published studies; 68 met our inclusion criteria, 14 of which were eligible for final analysis. Our findings indicate that standardized patient simulation can effectively improve undergraduate nursing students’ communication skills, communication self-efficacy, self-efficacy, learning self-efficacy, problem-solving ability, and learning satisfaction; no evidence of publication bias was detected. Further studies are required to define detailed and standardized guidelines for supplementary research designs for experimental studies and effective methods of utilizing standardized patients. Expanding the application of evidence-based standardized patient simulation can improve reproduced clinical experiences and overcome limitations in clinical training for undergraduate nursing students.

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COMMENTS

  1. Systematic review of the literature on simulation in nursing education

    The literature was categorized into three themes; internal outcomes, external outcomes, and clinical evaluation. The available literature on simulation and

  2. Systematic Review of the Literature on Simulation in ...

    The literature was categorized into three themes; internal outcomes, external outcomes, and clinical evaluation. The available literature on simulation and

  3. Systematic review of the literature on simulation in nursing education

    A systematic review shows that simulations are effective in establishing learning environments that help learning outcomes and improve confidence [24] .

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    Gale Academic OneFile includes A systematic review of the literature related to ... NLN/Jeffries Simulation Framework Simulation--Nursing Education--Nursing

  5. Systematic Review of the Literature on Simulation in ...

    Jamil Norman, PhD, MSN, RN. Systematic Review of the Literature on Simulation in. Nursing Education. Abstract: Simulation-based learning is an educational.

  6. Systematic review of the literature on simulation in nursing education

    This systematic review examines literature on simulation outcomes in nursing education from the years 2000-2010. The electronic databases reviewed for the

  7. A Systematic Review and Meta-analysis

    Virtual simulation significantly improves clinical reasoning in nursing education. •. Virtual simulation enhances delivery of content related to

  8. Simulation in Nursing Education: A Literature Review on Debriefing

    The INACSL Standards of Best Practice were used as a framework to systematically review each of the frameworks. Kolb's Experiential Learning

  9. Standardized Patient Simulation for More Effective Undergraduate

    Review Article. Standardized Patient Simulation for More Effective Undergraduate Nursing Education: A Systematic Review and Meta-Analysis.

  10. High fidelity simulation evaluation studies in nursing education

    Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature