Effect of simulation-based teaching on nursing skill performance: a systematic review and meta-analysis  

作　　者：Agezegn Asegid Nega Assefa 

机构地区：[1]Department of Nursing,College of Medicine and Health Science,Wachemo University,Hosanna 667,Ethiopia [2]School of Nursing and Midwifery,College of Health and Medical Science,Haramaya University,Dire Dewa 138,Ethiopia

出　　处：《Frontiers of Nursing》2021年第3期193-208,共16页护理前沿（英文）

摘　　要：Objective:To summarize and produce aggregated evidence on the effect of simulation-based teaching on skill performance in the nursing profession.Simulation is an active learning strategy involving the use of various resources to assimilate the real situation.It enables learners to improve their skills and knowledge in a coordinated environment.Methods:Systematic literature search of original research ar ticles was carried out through Google Scholar,Medline,and Cochrane Cumulative Index to Nursing and Allied Health Literature(CINAHL)databases.Studies conducted on simulation-based teaching and skill performance among nursing students or clinical nursing staff from 2010 to 2019,and published in the English language,were included in this study.Methodological quality was assessed by Joanna Briggs Institute,and the risk of bias was also assessed by Cochrane risk of bias and the risk of bias assessment tool for non-randomized studies(ROBINS-I)checklists.Results:Initially,638 titles were obtained from 3 sources,and 24 original studies with 2209 study par ticipants were taken for the final analysis.Of the total studies,14(58.3%)used single group prep post design,7(29.1%)used high fidelity simulator(HFS),and 7(29.1%)used a virtual simulator(VS).Twenty(83.3%)studies reported improved skill performance following simulation-based teaching.Simulation-based teaching improves skill performance among types of groups(single or double),study regions,high fidelity(HF),low fidelity(LF),and standard patient(SP)users.But the effect over virtual and medium fidelity simulators was not statistically significant.Overall,simulation-based teaching improves the skill performance score among the experimental group(d=1.01,95%confidence interval[CI][0.69–1.33],Z=6.18,P<0.01,93.9%).Significant heterogeneity and publication bias were observed during the pooled analysis.Conclusions:Simulation did improve skill performance among the intervention groups,but the conclusion is uncer tain due to the significant heterogeneity.The large extent of differ

关 键 词：CHECKLIST clinical skill education experimental nursing review nursing staffs QUASI-EXPERIMENTAL simulation training student nursing 

分 类 号：G642[文化科学—高等教育学] R47-4[文化科学—教育学]