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Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis

Title
Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis
Authors
Kim, JungheePark, Jin-HwaShin, Sujin
Ewha Authors
신수진
SCOPUS Author ID
신수진scopus
Issue Date
2016
Journal Title
BMC MEDICAL EDUCATION
ISSN
1472-6920JCR Link
Citation
vol. 16
Keywords
Nursing educationPatient simulationEducational modelsMeta-analysis
Publisher
BIOMED CENTRAL LTD
Indexed
SCIE; SSCI; SCOPUS WOS
Abstract
Background: Simulation-based nursing education is an increasingly popular pedagogical approach. It provides students with opportunities to practice their clinical and decision-making skills through various real-life situational experiences. However, simulation approaches fall along a continuum ranging from low-fidelity to high-fidelity simulation. The purpose of this study was to determine the effect size of simulation-based educational interventions in nursing and compare effect sizes according to the fidelity level of the simulators through a meta-analysis. Method: This study explores the quantitative evidence published in the electronic databases EBSCO, Medline, ScienceDirect, ERIC, RISS, and the National Assembly Library of Korea database. Using a search strategy including the search terms "nursing," "simulation," "human patient," and "simulator," we identified 2279 potentially relevant articles. Forty studies met the inclusion criteria and were retained in the analysis. Results: This meta-analysis showed that simulation-based nursing education was effective in various learning domains, with a pooled random-effects standardized mean difference of 0.70. Subgroup analysis revealed that effect sizes were larger for high-fidelity simulation (0.86), medium-fidelity simulation (1.03), and standardized patients (0.86) than they were for low-fidelity and hybrid simulations. In terms of cognitive outcomes, the effect size was the largest for high-fidelity simulation (0.50). Regarding affective outcome, high-fidelity simulation (0.80) and standardized patients (0.73) had the largest effect sizes. Conclusions: These results suggest that simulation-based nursing educational interventions have strong educational effects, with particularly large effects in the psychomotor domain. Since the effect is not proportional to fidelity level, it is important to use a variety of educational interventions to meet all of the educational goals.
DOI
10.1186/s12909-016-0672-7
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간호대학 > 간호학전공 > Journal papers
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