The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.
Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis
Open accessAbstract
BACKGROUND: Simulation-based nursing education is an increasingly popular pedagogical approach. It provides students with opportunities to practice their clinical and decision-making skills through various real-life situational experiences. However, simulation approaches fall along a continuum ranging from low-fidelity to high-fidelity simulation. The purpose of this study was to determine the effect size of simulation-based educational interventions in nursing and compare effect sizes according to the fidelity level of the simulators through a meta-analysis. METHOD: This study explores the quantitative evidence published in the electronic databases EBSCO, Medline, ScienceDirect, ERIC, RISS, and the National Assembly Library of Korea database. Using a search strategy including the search terms "nursing," "simulation," "human patient," and "simulator," we identified 2279 potentially relevant articles. Forty studies met the inclusion criteria and were retained in the analysis. RESULTS: This meta-analysis showed that simulation-based nursing education was effective in various learning domains, with a pooled random-effects standardized mean difference of 0.70. Subgroup analysis revealed that effect sizes were larger for high-fidelity simulation (0.86), medium-fidelity simulation (1.03), and standardized patients (0.86) than they were for low-fidelity and hybrid simulations. In terms of cognitive outcomes, the effect size was the largest for high-fidelity simulation (0.50). Regarding affective outcome, high-fidelity simulation (0.80) and standardized patients (0.73) had the largest effect sizes. CONCLUSIONS: These results suggest that simulation-based nursing educational interventions have strong educational effects, with particularly large effects in the psychomotor domain. Since the effect is not proportional to fidelity level, it is important to use a variety of educational interventions to meet all of the educational goals.
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Cites
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Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement
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“feedback, repetitive practice learning, the integration of simulation into the curriculum, the ability to adjust the difficulty level, opportunities to individualize learning, and the adaptability to diverse types of learning strategies [1].”
BackgroundInfluentialCook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., Erwin, P. J., & Hamstra, S. J. (2011) · JAMA · doi:10.1001/jama.2011.1234 · Cited by 2,170
Simulation in Nursing Education: From Conceptualization to Evaluation
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Deepening the Theoretical Foundations of Patient Simulation as Social Practice
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Cited by
Shorey, S., & Ng, E. D. (2021) · Nurse Education Today · doi:10.1016/j.nedt.2020.104662 · Cited by 377
Oliveira Silva, G., Oliveira, F. S. E., Coelho, A. S. G., Cavalcante, A. M. R. Z., Vieira, F. V. M., Fonseca, L. M. M., Campbell, S. H., & Aredes, N. D. A. (2022) · International Journal of Nursing Studies · doi:10.1016/j.ijnurstu.2022.104282 · Cited by 91
Lønne, T. F., Karlsen, H. R., Langvik, E., & Saksvik-Lehouillier, I. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e17196 · Cited by 76
“The benefit of using simulation based techniques to teach soft skills are many, for example the ability to practice real-life communication and decision making practices without potentially harming real patients or students [36].”
BackgroundWu, Z., Huang, Y., Lyu, L., Huang, Y., & Ping, F. (2024) · BMC Medical Education · doi:10.1186/s12909-024-06010-z · Cited by 15
Basic life support training: Is student confidence enhanced by advanced levels of simulation?
Rushton, M., & Pilkington, R. (2024) · British Journal of Nursing · doi:10.12968/bjon.2024.33.9.411 · Cited by 3
Metadata
- Authors
- Kim, J., Park, J.-H., & Shin, S.
- Venue
- BMC Medical Education
- Published
- 2016-05-23
- Volume
- 16
- Issue
- 1
- Pages
- 152-152
- ISSN
- 1472-6920 (ISSN-L)
- OpenAlex
- W2396399369
- Cited by
- 614
- References
- 24
- FWCI
- 2.75
- Type
- journal article
- Language
- en
- Open access
- gold
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