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

BMJ Open
Carmen La CerraLoreto Lancia

Abstract

The purpose was to analyse the effectiveness of high-fidelity patient simulation (HFPS) based on life-threatening clinical condition scenarios on undergraduate and postgraduate nursing students' learning outcomes. A systematic review and meta-analysis were conducted based on the Cochrane Handbook for Systematic Reviews of Interventions and its reporting was checked against the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. PubMed, Scopus, CINAHL with Full Text, Wiley Online Library and Web of Science were searched until July 2017. Author contact, reference and citation lists were checked to obtain additional references. To be included, available full-texts had to be published in English, French, Spanish or Italian and (a) involved undergraduate or postgraduate nursing students performing HFPS based on life-threatening clinical condition scenarios, (b) contained control groups not tested on the HFPS before the intervention, (c) contained data measuring learning outcomes such as performance, knowledge, self-confidence, self-efficacy or satisfaction measured just after the simulation session and (d) reported data for meta-analytic synthesis. Three independent raters screened the retrieved studies usi...Continue Reading

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Citations

May 21, 2020·Clinical Medicine : Journal of the Royal College of Physicians of London·Rhys D WenlockDavid Kirtchuk
Jan 13, 2021·Annual Review of Nursing Research·Carla Nye
Apr 4, 2021·International Journal of Environmental Research and Public Health·Ujin LeeYeseul Jeon
May 8, 2021·Nurse Education Today·José Luis Díaz-AgeaDiana Jiménez-Rodríguez
Sep 8, 2021·Advances in Simulation·Diego Andrés Díaz-GuioAlfonso J Rodríguez-Morales
Apr 5, 2021·Nursing Education Perspectives·Angelo DanteLoreto Lancia
Feb 4, 2022·The Journal of Nursing Education·Young-Ju Kim, Jee-Hye Yoo

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