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Systematic review of the literature on simulation in nursing education
- 1 Grambling State University, Louisiana, USA. [email protected]
- PMID: 22774355
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.
- Simulation-based learning in nurse education: systematic review. Cant RP, Cooper SJ. Cant RP, et al. J Adv Nurs. 2010 Jan;66(1):3-15. doi: 10.1111/j.1365-2648.2009.05240.x. J Adv Nurs. 2010. PMID: 20423432 Review.
- Barriers and enablers to the use of high-fidelity patient simulation manikins in nurse education: an integrative review. Al-Ghareeb AZ, Cooper SJ. Al-Ghareeb AZ, et al. Nurse Educ Today. 2016 Jan;36:281-6. doi: 10.1016/j.nedt.2015.08.005. Epub 2015 Aug 19. Nurse Educ Today. 2016. PMID: 26323885 Review.
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- Effectiveness of patient simulation in nursing education: meta-analysis. Shin S, Park JH, Kim JH. Shin S, et al. Nurse Educ Today. 2015 Jan;35(1):176-82. doi: 10.1016/j.nedt.2014.09.009. Epub 2014 Oct 29. Nurse Educ Today. 2015. PMID: 25459172 Review.
- A systematic review of selected evidence on improving knowledge and skills through high-fidelity simulation. Yuan HB, Williams BA, Fang JB, Ye QH. Yuan HB, et al. Nurse Educ Today. 2012 Apr;32(3):294-8. doi: 10.1016/j.nedt.2011.07.010. Epub 2011 Sep 8. Nurse Educ Today. 2012. PMID: 21862186 Review.
- Clinical dyspnea scenario: Using high-fidelity situation simulation teaching program to evaluate learning effectiveness for clinical junior and pre-clinical nurses. Liu YH, Subeq YM, Lin PH. Liu YH, et al. Front Psychol. 2023 Jan 9;13:1015106. doi: 10.3389/fpsyg.2022.1015106. eCollection 2022. Front Psychol. 2023. PMID: 36698562 Free PMC article.
- Nursing students' perceived stress, self-efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision-making: An observational study in Norway. Hansen MT, Olsen RM, Brynhildsen S, Leonardsen AL. Hansen MT, et al. Nurs Open. 2023 Feb;10(2):1007-1015. doi: 10.1002/nop2.1368. Epub 2022 Sep 20. Nurs Open. 2023. PMID: 36126110 Free PMC article.
- The Role of Fundamental Nursing Practices Simulation on Students' Competencies and Learning Satisfaction: Repeated Measured Design. Green G, Ofri L, Tesler R. Green G, et al. Healthcare (Basel). 2022 May 3;10(5):841. doi: 10.3390/healthcare10050841. Healthcare (Basel). 2022. PMID: 35627978 Free PMC article.
- Assessing simulation-based clinical training: comparing the concurrent validity of students' self-reported satisfaction and confidence measures against objective clinical examinations. Carter OBJ, Mills BW, Ross NP, Miles AK, Mould JM, O'Brien RP. Carter OBJ, et al. BMJ Simul Technol Enhanc Learn. 2016 Mar 30;2(2):30-34. doi: 10.1136/bmjstel-2015-000089. eCollection 2016. BMJ Simul Technol Enhanc Learn. 2016. PMID: 35518192 Free PMC article.
- Simulations in undergraduate nursing programmes in New Zealand: current status and next steps. Lesa R, Daniel B. Lesa R, et al. BMJ Simul Technol Enhanc Learn. 2016 Jul 20;2(4):118-123. doi: 10.1136/bmjstel-2016-000108. eCollection 2016. BMJ Simul Technol Enhanc Learn. 2016. PMID: 35514872 Free PMC article.
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Systematic Review of the Literature on Simulation in Nursing Education
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Virtual Simulation to Enhance Clinical Reasoning in Nursing: A Systematic Review and Meta-analysis
- Jia Jia Marcia Sim Jia Jia Marcia Sim Affiliations Nursing Department, Ng Teng Fong General Hospital, National University Health System, Singapore Search for articles by this author
- Khairul Dzakirin Bin Rusli Khairul Dzakirin Bin Rusli Correspondence Corresponding authors. Contact Affiliations Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore Search for articles by this author
- Betsy Seah Betsy Seah Correspondence Corresponding authors. Contact Affiliations Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore Search for articles by this author
- Tracy Levett-Jones Tracy Levett-Jones Affiliations School of Nursing & Midwifery, Faculty of Health, University of Technology Sydney, Australia Search for articles by this author
- Ying Lau Ying Lau Affiliations Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore Search for articles by this author
- Sok Ying Liaw Sok Ying Liaw Affiliations Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore Search for articles by this author
- • Virtual simulation significantly improves clinical reasoning in nursing education.
- • Virtual simulation enhances delivery of content related to patient care management.
- • Virtual simulation sessions should last at least 30 minutes.
- • Virtual simulation should use multiple scenarios with postscenario feedback.
- • Nonimmersive virtual environment is recommended to decrease cognitive load.
- virtual simulation
- clinical reasoning
- nursing education
- systematic review
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Strengths and Limitations
Acknowledgement, conflict of interest, appendix. supplementary materials.
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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
Scholarly Inquiry Paper (SIP)
Master of Science in Nursing (MSN)
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.
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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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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The literature was categorized into three themes; internal outcomes, external outcomes, and clinical evaluation. The available literature on simulation and
The literature was categorized into three themes; internal outcomes, external outcomes, and clinical evaluation. The available literature on simulation and
A systematic review shows that simulations are effective in establishing learning environments that help learning outcomes and improve confidence  .
Gale Academic OneFile includes A systematic review of the literature related to ... NLN/Jeffries Simulation Framework Simulation--Nursing Education--Nursing
Jamil Norman, PhD, MSN, RN. Systematic Review of the Literature on Simulation in. Nursing Education. Abstract: Simulation-based learning is an educational.
This systematic review examines literature on simulation outcomes in nursing education from the years 2000-2010. The electronic databases reviewed for the
Virtual simulation significantly improves clinical reasoning in nursing education. •. Virtual simulation enhances delivery of content related to
The INACSL Standards of Best Practice were used as a framework to systematically review each of the frameworks. Kolb's Experiential Learning
Review Article. Standardized Patient Simulation for More Effective Undergraduate Nursing Education: A Systematic Review and Meta-Analysis.
Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature