The effectiveness of high-fidelity simulation on undergraduate nursing students' clinical reasoning-related skills: A systematic review

Alshehri, Fadiyah D; Jones, Sophie; Harrison, Denise

doi:10.1016/j.nedt.2022.105679

Cited by 26 publications

(11 citation statements)

References 42 publications

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“…Quando comparada aos métodos educacionais tradicionais, a simulação tem se mostrado eficaz como ferramenta educativa para estudantes de enfermagem por si só (37) ou em combinação com outros métodos. (38) A simulação resulta em bom aumento de conhecimento e alto nível de satisfação, autoconfiança, motivação e sensação de segurança ao atuar na prática. (17,(39)(40)(41) Ensaio randomizado comparando a efetividade de apresentações de seminários versus simulação para capacitar estudantes de enfermagem para realizar procedimentos de prevenção de infecção relacionada à DAVTI não mostrou diferença entre os dois grupos no conhecimento teórico.…”

Section: Discussionunclassified

“…(11) Porém, o grupo exposto à simulação teve melhor desempenho prático. Outros estudos corroboram esse resultado (38,39,41) no entanto, o equipamento de simulação é caro, (11,41) e os treinamentos precisam ser ministrados em pequenos grupos, exigindo a disponibilidade do profissional em horários determinados. Esses fatores podem ser impeditivos para uma maior disseminação da metodologia de simulação.…”

Section: Discussionunclassified

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Intervenção educativa para melhorar o manejo do dispositivo de acesso vascular totalmente implantado

Vieira,

Vasques,

Reis

et al. 2024

Acta Paulista De Enfermagem

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Section: Discussionunclassified

Intervenção educativa para melhorar o manejo do dispositivo de acesso vascular totalmente implantado

Vieira,

Vasques,

Reis

et al. 2024

Acta Paulista De Enfermagem

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“…Our staff, our teams' SBL SBL (Table 2) has gained significant recognition as an effective educational technique to be applied within the wider educational curricula for healthcare professionals. [10][11][12] SBL enables the practice of critical thinking and decision making in the healthcare setting, promoting logical, systemic and deliberate thinking while considering bias or assumptions. 12 It includes skills such as interpretation, analysis, evaluation, inference, explanation and self-regulation.…”

Section: Our Concernsmentioning

confidence: 99%

“…[10][11][12] SBL enables the practice of critical thinking and decision making in the healthcare setting, promoting logical, systemic and deliberate thinking while considering bias or assumptions. 12 It includes skills such as interpretation, analysis, evaluation, inference, explanation and self-regulation. Undergraduate and postgraduate specialities (emergency medicine, paediatrics, surgery and some surgical subspecialities, medicine and anaesthetics) require mandatory courses that are simulation based.…”

Section: Our Concernsmentioning

confidence: 99%

Simulation in New Zealand: what have you done for me lately? New Zealand Association for Simulation in Healthcare (NZASH) white paper

Meeks,

Peckler,

Lesa

et al. 2024

NZMJ

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Medical simulation has become an integral aspect of modern healthcare education and practice. It has evolved to become an essential aspect of teaching core concepts and skills, common and rare presentations, algorithms and protocols, communication, interpersonal and teamworking skills and testing new equipment and systems. Simulation-based learning (SBL) is useful for the novice to the senior clinician. Healthcare is a complex adaptive system built from very large numbers of mutually interacting subunits (e.g., different professions, departments, equipment). These subunits generate multiple repeated interactions that have the potential to result in rich, collective behaviour that feeds back into the organisation. There is a unique opportunity in New Zealand with the formation of Te Whatu Ora – Health New Zealand and Te Aka Whai Ora – Māori Health Authority and the reorganisation of the healthcare system. This viewpoint is a white paper for the integration of SBL into our healthcare system. We describe our concerns in the current system and list our current capabilities. The way SBL could be implemented in pre- and post-registration phases of practice are explored as well as the integration of communication and culture. Interprofessional education has been shown to improve outcomes and is best done with an interprofessional simulation curriculum. We describe ways that simulation is currently used in our system and describe other uses such as quality improvement, safety and systems engineering and integration. The aim of this viewpoint is to alert Te Whatu Ora and Te Aka Whai Ora of the existing infrastructure of the simulation community in New Zealand and encourage them to invest in its future.

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“…Research investigating the effectiveness of simulation-based education and the development of critical thinking abilities in nursing education is conflicting. The reasons for inconsistent results in reviews might be due to the low number of included studies and the small sample sizes ( Alshehri et al, 2022 ). However, in a systematic literature review, Adib-Hajbaghery and Sharifi (2017) explored the effects of simulation on nurses’ and nursing students’ critical thinking.…”

Section: Review Of Literaturementioning

confidence: 99%

Effects of Blended Simulation on Nursing Students’ Critical Thinking Skills: A Quantitative Study

Sterner,

Sköld,

Andersson

2023

SAGE Open Nursing

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Introduction Critical thinking is regarded as imperative to healthcare quality and patient outcomes; therefore, effective strategies in nursing education are required to promote students’ critical thinking abilities, leading to their success in clinical work. Accordingly, simulation-based education has been suggested as a measure for achieving this goal. Objective The aim of this study was to explore whether a nursing education course with blended simulation activities (hands-on simulations with high-fidelity manikins and a web-based interactive simulation program) could increase nursing students’ critical thinking skills. Method A quasiexperimental, one-group pretest and post-test design was utilized. Data were collected through premeasurement and postmeasurement using a critical thinking questionnaire and were analyzed using paired sample t-tests, independent sample t-tests, and the nonparametric Wilcoxon signed-rank test. The effect size was calculated using Cohen's d formula. Results Sixty-one nursing students (57 women and four men, mean age 30 years) participated in the study. Findings of the paired sample t-test showed a significantly higher mean score for posteducation than pre-education, indicating a significant change in nurses’ critical thinking capabilities ( p < .001). The results for Cohen's d formula ( − 0.87) of the mean scores between pre-education and posteducation indicated a large effect size. The Wilcoxon signed-rank test also showed a statistically significant increase in the students’ critical thinking abilities between pre-education and posteducation measures ( p < .001). No statistically significant differences were found in the mean score according to age or sex. Conclusion This study concluded that blended simulation-based education can increase nursing students’ critical thinking capabilities. As a result, this study builds on the use of simulation as a measure for developing and promoting critical thinking abilities during nursing education.

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The effectiveness of high-fidelity simulation on undergraduate nursing students' clinical reasoning-related skills: A systematic review

Cited by 26 publications

References 42 publications

Intervenção educativa para melhorar o manejo do dispositivo de acesso vascular totalmente implantado

Intervenção educativa para melhorar o manejo do dispositivo de acesso vascular totalmente implantado

Simulation in New Zealand: what have you done for me lately? New Zealand Association for Simulation in Healthcare (NZASH) white paper

Effects of Blended Simulation on Nursing Students’ Critical Thinking Skills: A Quantitative Study

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