This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-effica...This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-efficacy of undergraduate pre-registration nursing students. The second aim of this study is to explore additional outcome variables that were examined in the previous studies. Five electronic databases were searched systematically. These databases were MEDLINE, CINAHL Plus, Scopus, Embase and PsycINFO. The PICO model was employed to identify the search terms, with a thesaurus being used to provide synonyms. Reference lists of relevant articles were examined and hand searches of journals were also undertaken. The quality of each study was assessed using the Simulation Research Rubric (SRR). A total of 11 studies were included. All studies explored the impact of simulation education on undergraduate pre-registration nursing. Six studies explored nursing students’ competence and performance and two papers examined their critical thinking. Problem solving, learning motivation, communication skills and knowledge acquisition were examined once. The majority of studies indicated that simulation training has a positive impact on pre-registration nursing students’ self-efficacy and other outcome variables. Furthermore, the study results indicate that simulation training is more dependable than traditional training, and students were extremely satisfied with the simulation training. However, most of the studies included in this review had several gaps, including study design, sample size and dissimilarities between the scales used. Further research with large samples, reliable and valid instruments, and outcomes measures (such as critical thinking and transferability of skills) is required to provide better insight into the effectiveness of simulation in undergraduate nursing education. .展开更多
Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effecti...Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effectiveness on nursing students’ self-efficacy (SE). Methods: This study was a one group pre- and post-test design. Twenty five students received a 5-hour SIM-PBL program focused on nursing care of clients with hypertension. A newly developed self-report questionnaire was used to assess SE in four areas of the nursing process with a scale of 0 (not at all confident) to 10 (totally confident). The four areas were subjective data assessment, physical examination, prioritizing nursing care and health promotion advices. Results: At baseline, students’ SE ranged from 5.5 ± 1.4 (prioritizing nursing care) to 7.6 ± 1.4 (subjective data assessment). After SIM-PBL education, all areas of nursing process presented statistically significant improvements of SE. The improvements were most noticeable in prioritizing nursing care. Conclusion: The SIM-PBL module was effective in improving the students’ self-efficacy in the nursing process for patients with hypertension. Further studies are recommended in developing SIM-PBL modules for diverse nursing topics and evaluating their effectiveness in various aspects of students’ competency.展开更多
Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simula...Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simulation on nursing students’ knowledge of adult nursing course before and after simulation sessions. An experimental, one-group (pretest-posttest) design was used. A convenience sample of nursing students enrolled in adult nursing course (n = 102) attended the 8 simulation scenarios. A paired t-test indicated that posttest mean knowledge of adult nursing course was higher than pre-course;however, simulation is significantly effective in helping to improve nursing students’ knowledge.展开更多
目的评价基于标准化病人的情景模拟教学模式在转型医院实习护生PICC维护培训中的效果。方法将在2020年4月—2022年2月在广西某三级甲等医院乳腺外科实习70名护理实习生分成对照组及试验组。试验组采用基于标准化病人外周静脉置入中心静...目的评价基于标准化病人的情景模拟教学模式在转型医院实习护生PICC维护培训中的效果。方法将在2020年4月—2022年2月在广西某三级甲等医院乳腺外科实习70名护理实习生分成对照组及试验组。试验组采用基于标准化病人外周静脉置入中心静脉导管(peripherally inserted central catheter,PICC)情景模拟教学模式,对照组采用传统的教学模式。观察两组护生的PICC维护理论、操作考试的成绩及护生对教学模式的满意度。结果试验组实习生的理论知识考试、操作考核成绩均高于对照组,差异有统计学意义(P<0.05)。护生的教学模式满意度高于对照组,两组差异有统计学意义(P<0.05)。结论基于标准化病人的PICC维护情景模拟教学模式可有助于提高护生PICC维护水平及临床思维能力,提升转型医院教师的教学能力。展开更多
文摘This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-efficacy of undergraduate pre-registration nursing students. The second aim of this study is to explore additional outcome variables that were examined in the previous studies. Five electronic databases were searched systematically. These databases were MEDLINE, CINAHL Plus, Scopus, Embase and PsycINFO. The PICO model was employed to identify the search terms, with a thesaurus being used to provide synonyms. Reference lists of relevant articles were examined and hand searches of journals were also undertaken. The quality of each study was assessed using the Simulation Research Rubric (SRR). A total of 11 studies were included. All studies explored the impact of simulation education on undergraduate pre-registration nursing. Six studies explored nursing students’ competence and performance and two papers examined their critical thinking. Problem solving, learning motivation, communication skills and knowledge acquisition were examined once. The majority of studies indicated that simulation training has a positive impact on pre-registration nursing students’ self-efficacy and other outcome variables. Furthermore, the study results indicate that simulation training is more dependable than traditional training, and students were extremely satisfied with the simulation training. However, most of the studies included in this review had several gaps, including study design, sample size and dissimilarities between the scales used. Further research with large samples, reliable and valid instruments, and outcomes measures (such as critical thinking and transferability of skills) is required to provide better insight into the effectiveness of simulation in undergraduate nursing education. .
文摘Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effectiveness on nursing students’ self-efficacy (SE). Methods: This study was a one group pre- and post-test design. Twenty five students received a 5-hour SIM-PBL program focused on nursing care of clients with hypertension. A newly developed self-report questionnaire was used to assess SE in four areas of the nursing process with a scale of 0 (not at all confident) to 10 (totally confident). The four areas were subjective data assessment, physical examination, prioritizing nursing care and health promotion advices. Results: At baseline, students’ SE ranged from 5.5 ± 1.4 (prioritizing nursing care) to 7.6 ± 1.4 (subjective data assessment). After SIM-PBL education, all areas of nursing process presented statistically significant improvements of SE. The improvements were most noticeable in prioritizing nursing care. Conclusion: The SIM-PBL module was effective in improving the students’ self-efficacy in the nursing process for patients with hypertension. Further studies are recommended in developing SIM-PBL modules for diverse nursing topics and evaluating their effectiveness in various aspects of students’ competency.
文摘Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simulation on nursing students’ knowledge of adult nursing course before and after simulation sessions. An experimental, one-group (pretest-posttest) design was used. A convenience sample of nursing students enrolled in adult nursing course (n = 102) attended the 8 simulation scenarios. A paired t-test indicated that posttest mean knowledge of adult nursing course was higher than pre-course;however, simulation is significantly effective in helping to improve nursing students’ knowledge.
文摘目的评价基于标准化病人的情景模拟教学模式在转型医院实习护生PICC维护培训中的效果。方法将在2020年4月—2022年2月在广西某三级甲等医院乳腺外科实习70名护理实习生分成对照组及试验组。试验组采用基于标准化病人外周静脉置入中心静脉导管(peripherally inserted central catheter,PICC)情景模拟教学模式,对照组采用传统的教学模式。观察两组护生的PICC维护理论、操作考试的成绩及护生对教学模式的满意度。结果试验组实习生的理论知识考试、操作考核成绩均高于对照组,差异有统计学意义(P<0.05)。护生的教学模式满意度高于对照组,两组差异有统计学意义(P<0.05)。结论基于标准化病人的PICC维护情景模拟教学模式可有助于提高护生PICC维护水平及临床思维能力,提升转型医院教师的教学能力。
