Impact Of Simulation Design Elements on Undergraduate Nursing Education: A Systematic Review
Publication Name
Clinical Simulation in Nursing
Abstract
The primary aim of this review was to determine the effect of simulation-based education, when compared to traditional teaching methods in undergraduate nursing programs. The secondary aims were to describe variability in design elements. A systematic review and narrative synthesis of quantitative studies. CINAHL, MEDLINE, APA PsycInfo, ERIC, and EMBASE. Databases were searched from 1990 to 2023. Articles were screened in Covidence. Quality assessment using the MMAT, RoB, Cochrane RoB2, and ROBINS-I. Synthesis without meta-analyses was used to examine extracted data. When simulation-based education was compared to traditional education knowledge significantly improved in 16 (62%) studies, skills in 29 (64%) studies, and improvement in attitude in eight (44%) studies. Reporting of design elements was deficient. Variability in design elements, implementation, and evaluation of simulation-based education underpin the current evidence making it difficult to accurately measure the effect of simulation-based education on learning outcomes.
Open Access Status
This publication is not available as open access
Volume
89
Article Number
101519