Literature-Based Analysis of the Potentials and the Limitations of Using Simulation in Nursing Education

Effects of high-fidelity simulation based on life-threatening clinical condition scenarios on learning outcomes of undergraduate and postgraduate nursing students: a systematic review and meta-analysis

“…Even if many studies have been conducted in these fields and also there are standards of best practice in simulation,12 17 25 51 the results of this meta-analysis highlighted that a high heterogeneity in simulation practice and research persists 87. Therefore, further studies using shared HFPS practice and investigation methods are needed to achieve more homogeneity in literature in order to allow the establishment of evidence-based guidelines, protocols and algorithms88 89 that interrupt the vicious circle in which the lack of homogeneity in the behaviours determines a heterogeneity of the results and vice versa.…”

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

“…There is a large research focus, across the health professions, on clinical-skill acquisition as a learning objective of simulation. Yet simulation activities can be also utilized to develop competence in communication, professionalism, cultural sensitivity, ethics, and many other applications, all of which receive less research emphasis, particularly in professions outside of healthcare [2].…”

“…Research identifies simulation as an approach that supports the synthesis of knowledge and the development of insight. It is, therefore, essential that teaching institutions take a participatory and collaborative approach in the application, development, and use of this methodology for training novice professionals [1,2,7].…”

“…Simulation-training methodology - broadly, a technique that attempts to recreate characteristics of the real world - is one suggested strategy for enhancing critical-thinking, decision-making, problem-solving, and crisis-management skills [ 1 , 2 ]. Its learner-centred, experiential-education approach allows educators to create a meaningful environment for active and interactive learning by introducing realistic scenarios to meet learning objectives [ 3 - 6 ].…”

“…Its learner-centred, experiential-education approach allows educators to create a meaningful environment for active and interactive learning by introducing realistic scenarios to meet learning objectives [ 3 - 6 ]. These scenarios provide a bridge between theory and practice, as students gain practical experience, immediate feedback, the opportunity to enhance the integration of theory and practice through debriefing and guided reflection, and the ability to apply knowledge and skills in a safe environment [ 1 , 2 ]. Research identifies simulation as an approach that supports the synthesis of knowledge and the development of insight.…”