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Tong LK, Li YY, Au ML, Ng WI, Wang SC, Liu Y, Shen Y, Zhong L, Qiu X. The effects of simulation-based education on undergraduate nursing students' competences: a multicenter randomized controlled trial. BMC Nurs 2024; 23:400. [PMID: 38886708 PMCID: PMC11181658 DOI: 10.1186/s12912-024-02069-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Accepted: 06/05/2024] [Indexed: 06/20/2024] Open
Abstract
BACKGROUND Education in nursing has noticed a positive effect of simulation-based education. There are many studies available on the effects of simulation-based education, but most of those involve a single institution, nonrandomized controlled trials, small sample sizes and subjective evaluations of the effects. The purpose of this multicenter randomized controlled trial was to evaluate the effects of high-fidelity simulation, computer-based simulation, high-fidelity simulation combined with computer-based simulation, and case study on undergraduate nursing students. METHODS A total of 270 nursing students were recruited from five universities in China. Participants were randomly divided into four groups at each institution: the high-fidelity simulation group, the computer-based simulation group, the high-fidelity simulation combined with computer-based simulation group, and the case study group. Finally, 239 participants completed the intervention and evaluation, with 58, 67, 57, and 57 participants in each group. The data were collected at three stages: before the intervention, immediately after the intervention, and three months after the intervention. RESULTS The demographic data and baseline evaluation indices did not significantly differ among the four groups. A statistically significant difference was not observed between the four methods for improving knowledge, interprofessional collaboration, critical thinking, caring, or interest in learning. While skill improvement differed significantly among the different groups after the intervention (p = 0.020), after three months, no difference was observed (p = 0.139). The improvement in skill in the computer-based simulation group was significantly lower at the end of the intervention than that in the high-fidelity simulation group (p = 0.048) or the high-fidelity simulation combined with computer-based simulation group (p = 0.020). CONCLUSIONS Nursing students benefit equally from four methods in cultivating their knowledge, interprofessional collaboration, critical thinking, caring, and interest in learning both immediately and over time. High-fidelity simulation and high-fidelity simulation combined with computer-based simulation improve skill more effectively than computer-based simulation in the short term. Nursing educators can select the most suitable teaching method to achieve the intended learning outcomes depending on the specific circumstances. TRIAL REGISTRATION This clinical trial was registered at the Chinese Clinical Trial Registry (clinical trial number: ChiCTR2400084880, date of the registration: 27/05/2024).
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Affiliation(s)
- Lai Kun Tong
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Yue Yi Li
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Mio Leng Au
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China.
| | - Wai I Ng
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Si Chen Wang
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Yongbing Liu
- School of Nursing, Yangzhou University, No.136, Jiangyang Middle Road, Hanjiang District, Yangzhou, Jiangsu Province, China
| | - Yi Shen
- School of Nursing, Guangzhou Xinhua University, 19 Huamei Road, Tianhe District, Guangzhou, Guangdong Province, China
| | - Liqiang Zhong
- School of Nursing, Guangzhou Medical University, Dongfeng West Road, Yuexiu District, Guangzhou, Guangdong Province, China
| | - Xichenhui Qiu
- School of Nursing, Shenzhen University, No. 3688, Nanhai Road, Nanshan District, Shenzhen, Guangdong Province, China
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López-Navarrete A, Zimmermann-Vildoso M, de Brito Poveda V, de Souza Nogueira L. Effectiveness of combined virtual and clinical simulation compared with other active teaching strategies on health students' learning: a systematic review protocol. JBI Evid Synth 2024; 22:1170-1176. [PMID: 38180090 DOI: 10.11124/jbies-23-00348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2024]
Abstract
OBJECTIVE The objective of this review is to synthesize the available evidence on the effectiveness of combined virtual and clinical simulation compared with other active teaching strategies on health students' learning. INTRODUCTION Current evidence indicates that both virtual simulation and clinical simulation are effective in assisting students to acquire clinical skills. However, there is a knowledge gap regarding the effectiveness of the combined use of both teaching strategies, which could enhance health students' learning. INCLUSION CRITERIA This review will consider experimental, quasi-experimental, and observational studies that address the combined use of virtual simulation with clinical simulation compared with other active teaching strategies in learning, clinical reasoning, clinical decision-making, and/or clinical competencies of health students. Combining different hybrid simulators to form a new one will not be considered for inclusion in the review. METHODS The databases to be searched will include Cochrane Library, MEDLINE (PubMed), CINAHL (EBSCOhost), Scopus, LILACS (VHL), Web of Science Core Collection, Embase, ERIC, and gray literature sources. Two independent reviewers will perform the study selection, critical appraisal, and data extraction using JBI tools. A narrative synthesis will be performed and, if possible, meta-analysis and risk assessment of publication bias. The Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) approach will be used to assess the certainty of the findings. REVIEW REGISTRATION PROSPERO CRD42023422410.
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Affiliation(s)
| | | | - Vanessa de Brito Poveda
- Escola de Enfermagem, Universidade de São Paulo, SP, Brazil
- The Brazilian Centre for Evidence-based Healthcare: A JBI Centre of Excellence, Universidad de São Paulo, São Paulo, SP, Brazil
| | - Lilia de Souza Nogueira
- Escola de Enfermagem, Universidade de São Paulo, SP, Brazil
- The Brazilian Centre for Evidence-based Healthcare: A JBI Centre of Excellence, Universidad de São Paulo, São Paulo, SP, Brazil
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Alberti S, Guasconi M, Bolzoni M, Donnini G, Volpi P, Rovesti S, Monaco F, Bonacaro A, Ferri P. Assessing satisfaction in simulation among nursing students: psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale. BMC Nurs 2024; 23:300. [PMID: 38689264 PMCID: PMC11061976 DOI: 10.1186/s12912-024-01974-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Accepted: 04/24/2024] [Indexed: 05/02/2024] Open
Abstract
BACKGROUND The Satisfaction with Simulation Experience scale is a 5-point Likert scale that measures students' satisfaction in medium and high-fidelity simulation scenarios. This study aims at investigating the psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale. METHODS A multi-centre cross-sectional study was conducted. The scale was administered to a sample of 266 undergraduate nursing students from two Italian universities after attending a medium- and high-fidelity simulation session in November 2022 and March 2023. Cronbach's alpha coefficient and item-total correlation were sorted out to assess internal consistency and reliability. The test-retest method was used as a measure of scale stability over time as well as the confirmatory factor analysis to verify construct validity. RESULTS The Cronbach's alpha value was 0.94 for the overall scale, indicating excellent reliability, and it was 0.84 or higher for each subscales, indicating good reliability. A large correlation coefficient of 0.60 or higher was found between each item and its subscale and between each item and the overall scale score. A medium test-retest correlation coefficient was found for most items (r > 0.30). The confirmatory factor analysis confirmed the factorial structure found in the original study. CONCLUSIONS Satisfaction is an important teaching and learning quality indicator along with the achievement of learning outcomes in simulation. The Satisfaction with Simulation Experience - Italian Version scale showed good reliability and validity; therefore, it could be a useful tool to assess simulation impact in Italian nursing students. The extensive utilization of the Satisfaction with Simulation Experience scale, along with its various validated versions, could facilitate assessing satisfaction in simulation across diverse contexts and enable comparisons of findings across studies in different countries.
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Affiliation(s)
- Sara Alberti
- Clinical and Experimental Medicine PhD Program, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy.
| | - Massimo Guasconi
- Department of Medicine and Surgery, University of Parma, via Gramsci n° 14, Parma, 43126, Italy
- Azienda USL of Piacenza, via Taverna 49, Piacenza, 29121, Italy
| | - Marina Bolzoni
- Azienda USL of Piacenza, via Taverna 49, Piacenza, 29121, Italy
| | - Giulia Donnini
- University Hospital Polyclinic of Modena, via del Pozzo 71, Modena, 41124, Italy
| | - Paola Volpi
- University Hospital Polyclinic of Modena, via del Pozzo 71, Modena, 41124, Italy
| | - Sergio Rovesti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
| | - Federico Monaco
- Department of Medicine and Surgery, University of Parma, via Gramsci n° 14, Parma, 43126, Italy
| | - Antonio Bonacaro
- Department of Medicine and Surgery, University of Parma, via Gramsci n° 14, Parma, 43126, Italy
| | - Paola Ferri
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
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Pérez-Perdomo A, Zabalegui A. Teaching Strategies for Developing Clinical Reasoning Skills in Nursing Students: A Systematic Review of Randomised Controlled Trials. Healthcare (Basel) 2023; 12:90. [PMID: 38200996 PMCID: PMC10779280 DOI: 10.3390/healthcare12010090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Revised: 12/13/2023] [Accepted: 12/28/2023] [Indexed: 01/12/2024] Open
Abstract
BACKGROUND Clinical reasoning (CR) is a holistic and recursive cognitive process. It allows nursing students to accurately perceive patients' situations and choose the best course of action among the available alternatives. This study aimed to identify the randomised controlled trials studies in the literature that concern clinical reasoning in the context of nursing students. METHODS A comprehensive search of PubMed, Scopus, Embase, and the Cochrane Controlled Register of Trials (CENTRAL) was performed to identify relevant studies published up to October 2023. The following inclusion criteria were examined: (a) clinical reasoning, clinical judgment, and critical thinking in nursing students as a primary study aim; (b) articles published for the last eleven years; (c) research conducted between January 2012 and September 2023; (d) articles published only in English and Spanish; and (e) Randomised Clinical Trials. The Critical Appraisal Skills Programme tool was utilised to appraise all included studies. RESULTS Fifteen papers were analysed. Based on the teaching strategies used in the articles, two groups have been identified: simulation methods and learning programs. The studies focus on comparing different teaching methodologies. CONCLUSIONS This systematic review has detected different approaches to help nursing students improve their reasoning and decision-making skills. The use of mobile apps, digital simulations, and learning games has a positive impact on the clinical reasoning abilities of nursing students and their motivation. Incorporating new technologies into problem-solving-based learning and decision-making can also enhance nursing students' reasoning skills. Nursing schools should evaluate their current methods and consider integrating or modifying new technologies and methodologies that can help enhance students' learning and improve their clinical reasoning and cognitive skills.
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Guerrero JG, Tungpalan-Castro GM, Pingue-Raguini M. Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase. BMC Nurs 2022; 21:318. [PMID: 36419144 PMCID: PMC9682710 DOI: 10.1186/s12912-022-01100-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Accepted: 11/10/2022] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Simulation is part of the training provided to nurses enrolled in the master's degree for critical care nursing programmes at our institution. Although the students are practicing nurses, many still make mistakes when performing nursing procedures related to critical care during simulation sessions, and these mistakes must be addressed during the debriefing session. The aim of the study is to compare the knowledge and skills acquired by groups of postgraduate critical care nursing students who were exposed to high-fidelity simulation (HFS) by using different debriefing structures. METHODS A quasi-experimental crossover design was utilised during the post-tests and objective structured clinical examinations (OSCEs). The students were divided into two groups: one was exposed to HFS with a 3-phase debriefing, and the other was exposed to HFS with a multiphase debriefing. Both groups involved facilitator-guided and video-assisted debriefings. RESULTS Overall, the post-test scores (p-value: Phase 1 = 0.001 and Phase 2 = 0.000) and post-OSCE scores (p-value: Phase 1 = 0.002 and Phase 2 = 0.002) support that the group of postgraduate students who underwent HFS with a multiphase debriefing structure gained significantly higher scores compared to the group who underwent HFS with a 3-phase debriefing structure. CONCLUSION Debriefing is a critical component of successful simulation. Learning requires assessment that creates constructive criticism based on feedback and reflection. A multiphase debriefing structure, specifically the healthcare simulation after-action review, provides a significant advantage for knowledge and skills acquisition.
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Affiliation(s)
- Jefferson Garcia Guerrero
- Nursing Department, Fakeeh College for Medical Sciences, Abdul Wahab Naib Al Haram, Al-Hamra’a, 23323 Jeddah, Saudi Arabia
| | - Grace Medalyn Tungpalan-Castro
- Nursing Department, Fakeeh College for Medical Sciences, Abdul Wahab Naib Al Haram, Al-Hamra’a, 23323 Jeddah, Saudi Arabia
| | - Minerva Pingue-Raguini
- Nursing Department, Fakeeh College for Medical Sciences, Abdul Wahab Naib Al Haram, Al-Hamra’a, 23323 Jeddah, Saudi Arabia
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Guerrero JG, Tungpalan-Castro GM, Al Fergani B, Gomma NH, Hafiz AH, Pingue-Raguini M. Impact of high-fidelity and virtual simulation experiences on nurses’ acquired knowledge and skills for triaging suspected COVID-19 patients. COMPUTERS & EDUCATION: X REALITY 2022. [PMCID: PMC9679401 DOI: 10.1016/j.cexr.2022.100002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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