TY - JOUR
T1 - Effectiveness of using high-fidelity simulation on learning outcomes in undergraduate nursing education
T2 - systematic review and meta-analysis
AU - Tonapa, S. I.
AU - Mulyadi, M.
AU - Ho, K. H.M.
AU - Efendi, F.
N1 - Publisher Copyright:
© 2023 Verduci Editore s.r.l. All rights reserved.
PY - 2023
Y1 - 2023
N2 - OBJECTIVE: High-fidelity simulation-based learning, which mimics situation, environmental, and psychological exposure in the clinical setting, potentially helps nursing students acquire knowledge, confidence, and skills in learning clinical skills during the transition from pre-clinical to clinical practice. However, inconsistent evidence on its effect on learning outcomes was presented across the studies. The aim of our study was to review and analyze the effectiveness of high-fidelity simulation on learning outcomes in undergraduate nursing education. MATERIALS AND METHODS: This study was a systematic review and meta-analysis of experimental studies. A literature search was conducted in four databases (CINAHL, SocINDEX, PubMed, and Web of Science) until July 2021. The Cochrane Risk of Bias Tool was used to appraise the studies’ quality. The random-effect model was used to conduct a meta-analysis. RESULTS: Fourteen studies were eligible for quantitative synthesis. The pooled effect indicated high-fidelity simulation-based learning significantly increased nursing students’ knowledge acquisition (standardized mean difference [SMD]: 1.73, p < 0.001), self-confidence (SMD: 0.56, p= 0.019) and skills performance (SMD: 1.71, p= 0.006). CONCLUSIONS: Stakeholders within the academic institution may consider enculturating the involvement of high-fidelity simulation as part of an innovative teaching strategy in nursing curricula. Therefore, when graduates enter the workforce, they can function quickly and practice confidently in clinical settings without bringing potential harm.
AB - OBJECTIVE: High-fidelity simulation-based learning, which mimics situation, environmental, and psychological exposure in the clinical setting, potentially helps nursing students acquire knowledge, confidence, and skills in learning clinical skills during the transition from pre-clinical to clinical practice. However, inconsistent evidence on its effect on learning outcomes was presented across the studies. The aim of our study was to review and analyze the effectiveness of high-fidelity simulation on learning outcomes in undergraduate nursing education. MATERIALS AND METHODS: This study was a systematic review and meta-analysis of experimental studies. A literature search was conducted in four databases (CINAHL, SocINDEX, PubMed, and Web of Science) until July 2021. The Cochrane Risk of Bias Tool was used to appraise the studies’ quality. The random-effect model was used to conduct a meta-analysis. RESULTS: Fourteen studies were eligible for quantitative synthesis. The pooled effect indicated high-fidelity simulation-based learning significantly increased nursing students’ knowledge acquisition (standardized mean difference [SMD]: 1.73, p < 0.001), self-confidence (SMD: 0.56, p= 0.019) and skills performance (SMD: 1.71, p= 0.006). CONCLUSIONS: Stakeholders within the academic institution may consider enculturating the involvement of high-fidelity simulation as part of an innovative teaching strategy in nursing curricula. Therefore, when graduates enter the workforce, they can function quickly and practice confidently in clinical settings without bringing potential harm.
KW - Education research
KW - High-fidelity simulation
KW - Learning outcomes
KW - Meta-analysis
KW - Nursing education
KW - Nursing students
UR - http://www.scopus.com/inward/record.url?scp=85147253951&partnerID=8YFLogxK
U2 - 10.26355/eurrev_202301_31040
DO - 10.26355/eurrev_202301_31040
M3 - Article
C2 - 36734697
AN - SCOPUS:85147253951
SN - 1128-3602
VL - 27
SP - 444
EP - 458
JO - European Review for Medical and Pharmacological Sciences
JF - European Review for Medical and Pharmacological Sciences
IS - 2
ER -