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

Abstract

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.

Residency training programs in anesthesiology, intensive care and emergency medicine: from curriculum to practice

“…This, in turn, enhances patient safety ( 37 , 42 ), and can bridge theoretical lessons with real-world clinical practice, particularly in helping junior doctors handle emergency situations ( 43 ). Simulation programs positively impact non-technical and behavioral issues, influencing the learning process in both EM and anesthesiology ( 31 , 44 – 46 ). Moreover, highly immersive and interactive educational solutions are emerging, such as 360-degree video training, telementoring and metaverse approaches ( 36 , 38 , 47 – 50 ).…”

“…Trainee-centered approaches and mentor-mentee compatibility are crucial for successful mentoring, as is timely and critical evaluation of trainees' progress (29)(30)(31)(32).…”

“…Students and trainees are more committed and have better performance when they can see the explicit connection between the educational activities or requirements and their future professional expertise (30,32,34). Lower rating for the quality of theoretical education in anesthesiology residency was reported when compared to other educational activities (30)(31)(32)(35)(36)(37). Several possible explanations have been considered, such as absence of comprehensive training programs and even mentors' qualifications (35).…”

“…Although this might be a bias from the online education during the COVID-19 pandemic, we would rather see it as a consequence of these activities missing in the actual residency programs. We acknowledge that online learning can never fully replace hands-on teaching (30)(31)(32)(38)(39)(40), but the COVID-19 pandemic also brought challenges related to patient bedside learning (41).…”