Experiences of simulation-based learning among undergraduate nursing students: A systematic review and meta-synthesis

Tamilselvan, Chitra; Chua, Sze Min; Chew, Han Shi Jocelyn

doi:10.1016/j.nedt.2023.105711

Cited by 24 publications

(11 citation statements)

References 64 publications

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“…A review conducted by Tamilselvan et al. (2023) explored undergraduate nursing students' experiences with SBL and found similar outcomes including, improved skill proficiency, confidence, communication, and teamwork following a SBL intervention. Their findings are like findings from our review.…”

Section: Discussionmentioning

confidence: 99%

Exploring intensive care nurses' perception of simulation‐based learning: A systematic review and meta‐synthesis

Weismantel,

Zhang,

Burston

2024

Journal of Clinical Nursing

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Aim(s)To explore intensive care nurses' (ICN) perceptions of simulation‐based learning (SBL).DesignA systematic review and meta‐synthesis.MethodsThe review followed the PRISMA guidelines for reporting a systematic review. A systematic search strategy was developed using a modified PICo framework. A comprehensive search was conducted in July 2023 in CINAHL, OVID Embase, Medline complete, Web of Science, ERIC and Scopus databases for articles published in English between 2013 and 2023. Data were extracted using the Joanna Briggs Institute QARI Data Extraction, with data synthesis guided by Braun and Clark's thematic analysis approach. Quality appraisal was assessed using the CASP tool.ResultsEleven studies providing qualitative data were included for analysis. Analysis and meta‐synthesis led to the construction of two themes: The learning experience and professional growth through collaboration.ConclusionThe review highlights the balance needed in finding the appropriate simulation approach, with the right level of fidelity, conducted at appropriately regular intervals, incorporating the correct makeup of professional team members, conducted in the right environment and facilitated by a skilled facilitator, to ensure best outcomes and return on investment for ICN's education.Implications for PracticeThese findings are a valuable resource for educators and organisations considering simulation‐based learning initiatives in the intensive care setting.No Patient or Public ContributionThis review involved analysis of existing literature and as such no unique patient or public involvement occurred.Reporting MethodThe systematic review followed the Preferred Reporting Items for Systematic Review and Meta‐Analysis (PRISMA) reporting guidelines.

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Section: Discussionmentioning

confidence: 99%

Exploring intensive care nurses' perception of simulation‐based learning: A systematic review and meta‐synthesis

Weismantel,

Zhang,

Burston

2024

Journal of Clinical Nursing

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“…In general, simulation allows students in any health science discipline to learn meaningfully and not just by rote learning and even to communicate with the patient to convey and deliver bad news 22 – 24 . Furthermore, it has become a teaching strategy for any student training in any health science discipline or profession to ensure that the students are well-equipped with the necessary skills before caring for a patient 25 .…”

Section: Introductionmentioning

confidence: 99%

Exploring levels of empathy and assertiveness in final year physiotherapy students during clinical placements

Hernández-Xumet,

García‐Hernández,

Fernández‐González

et al. 2024

Sci Rep

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Empathy and assertiveness are two essential soft skills for any healthcare professional's competence and ethical development. It has been shown that empathy can be influenced throughout the training of a future healthcare professional, particularly during the clinical placement period. This research aims to assess fourth-year physiotherapy students' empathic and assertive development before and after clinical placement. A longitudinal observational study was conducted with fourth-year physiotherapy students during the academic year 2022/2023. A preliminary assessment of empathy and assertiveness levels was carried out before the start of the clinical placement and at the end of the placement using the Individual Reactivity Index to assess empathy and the Rathus Test to assess assertiveness. The results show a statistically significant difference (p ≤ 0.05) in both the empathy subscales of perspective-taking and empathic-concern between the pre- and postassessment, as well as an inverse correlation between the empathy subscale of personal distress and assertiveness. It is concluded that students show adequate results in empathy and assertiveness. However, there is some influence of clinical practice on the development of empathy, and future intervention studies need to be considered. Furthermore, students with higher levels of assertiveness have lower levels of personal distress, suggesting that assertiveness is closely related to empathy.

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“…1,2 Many publications demonstrate the value of computerbased and VR simulations in the development of new learner knowledge, skill acquisition, and positive user experiences. [3][4][5] For example, Ulmen and colleagues 6 reported that the impact of virtual clinical replacement during the pandemic on new graduate nurses' readiness for practice was positive, associated with increased confidence with communication and leadership skills. A recent systematic review on application of digital education with undergraduate nursing students and medical interns during the pandemic identified 3 studies specific to VR-based simulation, 2 of which focused on nursing students.…”

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confidence: 99%

Virtual Reality Simulation Integration in a Prelicensure Nursing Program

Willett,

Adelman-Mullally,

et al. 2024

Nurse Educator

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Background: Simulation, whether conducted live or through virtual technologies, provides students with experiential learning by replicating realistic clinical experiences that can develop learner competencies in a safe environment. Virtual reality simulation may provide the same level of effective and engaging experiential learning in a fully immersive learning environment without many of the limitations inherent to traditional live simulation environments, such as simulation equipment and designated labs. Problem: While there are vendor-provided resources and a new tool kit covering immersive technology simulation implementation in nursing, a lived example to contextualize the implementation process is missing from the literature. Approach: This article discusses the selection and implementation of virtual reality simulations in a nursing undergraduate program and lessons learned in the process. Conclusions: Nurse educators seeking such experiences for their students may benefit from the insights shared in this article.

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Experiences of simulation-based learning among undergraduate nursing students: A systematic review and meta-synthesis

Cited by 24 publications

References 64 publications

Exploring intensive care nurses' perception of simulation‐based learning: A systematic review and meta‐synthesis

Exploring intensive care nurses' perception of simulation‐based learning: A systematic review and meta‐synthesis

Exploring levels of empathy and assertiveness in final year physiotherapy students during clinical placements

Virtual Reality Simulation Integration in a Prelicensure Nursing Program

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