Simulation-Based Teaching and Learning in Respiratory Care Education: A Narrative Review
Open accessAbstract
Simulation-based pedagogy has become an essential aspect of healthcare education. However, there is a significant gap in the literature regarding the application of simulation-based modalities in respiratory care education. This review aims to address this gap by providing insight into the theory and current uses of simulation, its effectiveness in respiratory care education, and strategies to enhance faculty development. The study utilizes a narrative synthesis approach to review relevant literature and provide a comprehensive understanding of the topic. The research involved comprehensive searches of electronic databases, including PubMed and Google Scholar, to identify relevant literature, encompassing original articles, reviews, and other pertinent content, focusing on simulation-based teaching and learning in respiratory care education published between 1990 and 2022. Findings suggest that simulation-based education is an effective tool for improving respiratory care education and can enhance the clinical skills of learners. The study concludes by discussing the future of simulation in respiratory care education and the potential benefits it may offer.
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Using computer-based applications throughout the ADPIE nursing process to provide personalized feedback and guidance could improve nursing learning outcomes.
“That is, using computer-based applications throughout the ADPIE nursing process to provide personalized feedback and guidance could be the key to improving nursing learning outcomes [20].”
From Effects of a generative AI-assisted ADPIE Framework on critical thinking, learning self-efficacy, and clinical reasoning in nursing education: a quasi-experimental study (2026) · cites this paper as [20]
The ‘Simulation Education Curriculum and Faculty Development’ section reports improved knowledge and attitudes among students using an ADPIE-C framework in simulations. The Introduction also identifies useful feedback as a feature of effective simulation teaching. Neither passage supports computer-based applications throughout the ADPIE nursing process or personalized feedback and guidance as the mechanism for improving nursing learning outcomes; no page numbers were provided in our copy. (LLM, conf=0.84)
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- Authors
- Sreedharan, J., Gopalakrishnan, G., Jose, A., Albalawi, I., Alkhathami, M., Satheesan, K., Alnasser, M., AlEnezi, M., & Alqahtani, A.
- Affiliations
- University of Doha for Science and Technology (QA)
- Batterjee Medical College (SA)
- Prince Sultan Military College of Health Sciences (SA)
- Corresponding author
- Sreedharan, Jithin
- ORCID
- Venue
- Advances in Medical Education and Practice
- Publisher
- Informa UK Limited
- Published
- 2024-05
- Volume
- Volume 15
- Pages
- 473-486
- ISSN
- 1179-7258 (ISSN-L)
- PMC
- PMC11144405
- OpenAlex
- W4399142023
- Cited by
- 9
- References
- 87
- Citations by year
- 2026: 6 · 2025: 2 · 2024: 1
- FWCI
- 0.51
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Advances in Medical Education and Practice (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- Dove Medical Press (Taylor and Francis Group) (submittedVersion, cc-by-nc)
- Figshare (submittedVersion)
- Topics
- Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Surgery › Surgical Simulation and Training
- Keywords
- simulation-based education, respiratory care education, clinical skills training, faculty development, healthcare education, simulation effectiveness
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