A systematic review of selected evidence on improving knowledge and skills through high-fidelity simulation

Yuan, Hao Bin; Williams, Beverly; Fang, Jin Bo; Ye, Qian Hong

doi:10.1016/j.nedt.2011.07.010

Cited by 124 publications

(81 citation statements)

References 9 publications

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“…[42] In that we found a significant difference (p < .05) between the two, active participation would seem useful with regard to passing the preclinical test. These results are in keeping with other international simulation nursing studies that find that high-fidelity simulation enhances scores on both knowledge and skills exams [43] and leads to higher knowledge scores. [44] Cant and Cooper [38] described twelve studies that used an experimental or quasi-experimental design, all of which all found simulation to be a valid teaching/learning strategy; gains in knowledge, critical thinking, ability, satisfaction and competence were also seen in half of these studies.…”

Section: Discussionsupporting

confidence: 91%

“…Yuan et al [43] concluded that it is necessary to conduct more high quality randomized controlled trials with larger sample sizes to determine the effect of high-fidelity simulation on students' performance. We accordingly agree that further studies are needed to develop students' possibilities to participate in and/or observe simulation scenarios with a computerized simulation manikin.…”

Section: Discussionmentioning

confidence: 99%

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Students’ evaluation of a computerized patient simulator in nursing education and its effect on the results of preclinical tests

Flaathen

Flo

Fagerström

2015

JNEP

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The aim of the study was two-fold: to evaluate nursing students' experiences of active participation in the use of a-computerized simulation manikin during preclinical first-year Bachelor's studies, and to evaluate the effect of active participation in simulation by comparing active students' result with observers' result on preclinical test. An evaluative case study design was used to evaluate simulation with a computerized manikin as a pedagogical learning method. A questionnaire was used to evaluate the active students' experiences. The second part was a comparison between the active students' and the observers' preclinical test results. Findings indicated that the students thought simulation was beneficial, feedback from peers and lecturer was helpful and reflection during debriefing was beneficial. A significant difference was seen between those students who actively participated and those who observed in relation to the pass/fail preclinical test. Nursing students experienced simulation with a computerized manikin as being a beneficial pedagogical learning method, and active participation in a simulation situation can help students pass their preclinical test.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Students’ evaluation of a computerized patient simulator in nursing education and its effect on the results of preclinical tests

Flaathen

Flo

Fagerström

2015

JNEP

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“…A systematic review on current empirical studies (between 2000 and 2011) indicated the high-fidelity simulation did enhance scores on knowledge and skill exams but provided a mixed contribution to self-confidence and competency [7,8] . Based on self-report surveys, many Chinese students perceived that simulation effectively improved their abilities in communication, team collaboration, clinical thinking, clinical judgment and problem solving [9,10] .…”

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confidence: 99%

Nursing students’ clinical judgment in high-fidelity simulation based learning: A quasi-experimental study

Yuan

Williams

Man

2014

JNEP

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Background: Improving students' decision making and judgment skills becomes an essential part of nursing education. The purpose of this Quasi-experimental study was to assess nursing students' clinical judgment in high-fidelity simulation based learning using observational measures. Method:Based on Tanner's clinical judgment model, a single group repeated-measures design was used with a purposive sampling at one nursing school in Macao. A total of 113 baccalaureate nursing students (49 in year two, 64 in year three) completed five simulation sessions within a 36 hour period. Two tutors used the Clinical Judgment Rubric to assess students' clinical judgment at the end of each simulation session. The inter-rater reliability for the sessions ranged from 0.833 to 0.910. Results:The scores for clinical judgment increased from the first simulation scenario to the last scenario. Compared with third-year students, second-year students had significantly higher scores of clinical judgment in scenarios two, three, four and five. The debriefing was essential to preparing students for improving their thinking and reasoning skills. Students perceived that simulation strengthened their theoretical knowledge and helped them to notice, interpret, and respond appropriately to contingencies and emergencies. Tutors' comments indicated that second-year students valued the newly learned knowledge and used it to analyze the simulated scenarios while third-year students presented less knowledge and skill preparation.Conclusions: High-fidelity simulation using a computer-controlled human patient simulator has potential to support the development of clinical judgment in nursing students. Tutors are challenged to enhance students' intrinsic motivation for learning, and encourage them to continue their efforts in learning. Further research is needed to explore whether senior students have better performance in clinical judgment than junior students.

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“…Limited clinical placements affect and dilute real clinical ex-D. M. Dennis et al 879 periences (Yuan, Williams, Fang, & Ye, 2012) and result in fewer opportunities to learn the skills required, less supervision (Keller, 1979;Maran & Glavin, 2003), a reduction in clinical learning experiences and consequently clinical competence (Murray et al, 2007). Simulation based learning (SBL) consists of both a "hands-on" experience of a mock-clinical event or situation and a debrief session of reflection and feedback (Shinnick, Woo, & Mentes, 2011).…”

Section: Introductionmentioning

confidence: 99%

Introducing Simulation Based Learning Activities to Physiotherapy Course Curricula

Dennis¹,

Sainsbury²,

Redwood³

et al. 2016

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Background: Whilst relatively new in physiotherapy, simulation has been used in various medical and nursing programs to develop manual and communication skills and clinical reasoning. The primary aim of this study was to develop and introduce simulation activities into the physiotherapy curricula at an Australian University and evaluate students' motivation to learn. The secondary aim was to evaluate differences in perceived value between first and second year students. Methods: During 2014, first and second year physiotherapy students at Curtin University, Western Australia enrolled in three units had the opportunity to participate in newly developed simulated scenarios as part of their program. On completion of these novel learning activities, students were invited to undertake the Instructional Materials Motivation Scale (IMMS) questionnaire. Results: Total IMMS scores for the three units (147, 137 and 156) indicated that overall, students found the simulation based learning activities motivating. First year students found that simulation gained their attention and was more enjoyable than second year students. Conclusions: As motivation entices people to learn and to complete activities, there may be great potential for improved learning outcomes using this modality in physiotherapy curricula, especially in the first year of the program.

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A systematic review of selected evidence on improving knowledge and skills through high-fidelity simulation

Cited by 124 publications

References 9 publications

Students’ evaluation of a computerized patient simulator in nursing education and its effect on the results of preclinical tests

Students’ evaluation of a computerized patient simulator in nursing education and its effect on the results of preclinical tests

Nursing students’ clinical judgment in high-fidelity simulation based learning: A quasi-experimental study

Introducing Simulation Based Learning Activities to Physiotherapy Course Curricula

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