This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-effica...This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-efficacy of undergraduate pre-registration nursing students. The second aim of this study is to explore additional outcome variables that were examined in the previous studies. Five electronic databases were searched systematically. These databases were MEDLINE, CINAHL Plus, Scopus, Embase and PsycINFO. The PICO model was employed to identify the search terms, with a thesaurus being used to provide synonyms. Reference lists of relevant articles were examined and hand searches of journals were also undertaken. The quality of each study was assessed using the Simulation Research Rubric (SRR). A total of 11 studies were included. All studies explored the impact of simulation education on undergraduate pre-registration nursing. Six studies explored nursing students’ competence and performance and two papers examined their critical thinking. Problem solving, learning motivation, communication skills and knowledge acquisition were examined once. The majority of studies indicated that simulation training has a positive impact on pre-registration nursing students’ self-efficacy and other outcome variables. Furthermore, the study results indicate that simulation training is more dependable than traditional training, and students were extremely satisfied with the simulation training. However, most of the studies included in this review had several gaps, including study design, sample size and dissimilarities between the scales used. Further research with large samples, reliable and valid instruments, and outcomes measures (such as critical thinking and transferability of skills) is required to provide better insight into the effectiveness of simulation in undergraduate nursing education. .展开更多
Objective: To investigate the effectiveness of a high-?delity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its in?uencing factors.Methods: A high-?delity t...Objective: To investigate the effectiveness of a high-?delity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its in?uencing factors.Methods: A high-?delity teaching simulation on clinical nursing practices using intelligent human analogues was conducted with 200 students, and The Simulation Design Scale, and the Student Satisfaction and Self-Con?dence in Learning Scale developed by the National League for Nursing were used to evaluate the training effectiveness and its in?uencing factors.Results: For the high-?delity teaching simulation, students gave scores of 4.36 ± 0.54 points for satisfaction and 4.33 ± 0.46 points for Self-Con?dence. The students highly rated the ?ve dimensions of teaching design, i.e., teaching objectives/information, assistance/support for students, problem solving,guided feedback, and ?delity. The teaching design was closely correlated with the satisfaction of the high-?delity teaching simulation and self-ef?cacy, and the dimensions of teaching objectives/information and assistance/support for students were particularly strong predictors of teaching effectiveness.Conclusions: A high-?delity teaching simulation based on Jeffries' theoretical framework improved student satisfaction with the simulation and their Self-Con?dence. In planning simulations, teachers should take into account ?ve characteristics, i.e., teaching objectives/information on simulation education, assistance/support for students, problem solving, guided re?ection, and ?delity, to achieve better teaching effectiveness.展开更多
Dear Editor:Simulation has made significant in-roads into the provision of medical education over the past twenty years^([1]).Simulation made its first impact in specialities such as emergency medicine and anaesthetic...Dear Editor:Simulation has made significant in-roads into the provision of medical education over the past twenty years^([1]).Simulation made its first impact in specialities such as emergency medicine and anaesthetics;however,it is now being used as an educational modality in a diverse range of specialities-from general practice to psychiatry.Perhaps the greatest pointer of the success of simulation is that it is now increasingly being seen as embedded in medical education and no longer some-展开更多
文摘This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-efficacy of undergraduate pre-registration nursing students. The second aim of this study is to explore additional outcome variables that were examined in the previous studies. Five electronic databases were searched systematically. These databases were MEDLINE, CINAHL Plus, Scopus, Embase and PsycINFO. The PICO model was employed to identify the search terms, with a thesaurus being used to provide synonyms. Reference lists of relevant articles were examined and hand searches of journals were also undertaken. The quality of each study was assessed using the Simulation Research Rubric (SRR). A total of 11 studies were included. All studies explored the impact of simulation education on undergraduate pre-registration nursing. Six studies explored nursing students’ competence and performance and two papers examined their critical thinking. Problem solving, learning motivation, communication skills and knowledge acquisition were examined once. The majority of studies indicated that simulation training has a positive impact on pre-registration nursing students’ self-efficacy and other outcome variables. Furthermore, the study results indicate that simulation training is more dependable than traditional training, and students were extremely satisfied with the simulation training. However, most of the studies included in this review had several gaps, including study design, sample size and dissimilarities between the scales used. Further research with large samples, reliable and valid instruments, and outcomes measures (such as critical thinking and transferability of skills) is required to provide better insight into the effectiveness of simulation in undergraduate nursing education. .
基金supported by Jiangsu Province Health Vocational and Technical Education Research Grants Program(No.201402)Jiangsu Province College“Qing Lan Project”[Su Teacher No.2014(23)]The Science and Technology Innovation Team Project of Suzhou Health College(No.szwzytd 201304)
文摘Objective: To investigate the effectiveness of a high-?delity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its in?uencing factors.Methods: A high-?delity teaching simulation on clinical nursing practices using intelligent human analogues was conducted with 200 students, and The Simulation Design Scale, and the Student Satisfaction and Self-Con?dence in Learning Scale developed by the National League for Nursing were used to evaluate the training effectiveness and its in?uencing factors.Results: For the high-?delity teaching simulation, students gave scores of 4.36 ± 0.54 points for satisfaction and 4.33 ± 0.46 points for Self-Con?dence. The students highly rated the ?ve dimensions of teaching design, i.e., teaching objectives/information, assistance/support for students, problem solving,guided feedback, and ?delity. The teaching design was closely correlated with the satisfaction of the high-?delity teaching simulation and self-ef?cacy, and the dimensions of teaching objectives/information and assistance/support for students were particularly strong predictors of teaching effectiveness.Conclusions: A high-?delity teaching simulation based on Jeffries' theoretical framework improved student satisfaction with the simulation and their Self-Con?dence. In planning simulations, teachers should take into account ?ve characteristics, i.e., teaching objectives/information on simulation education, assistance/support for students, problem solving, guided re?ection, and ?delity, to achieve better teaching effectiveness.
文摘Dear Editor:Simulation has made significant in-roads into the provision of medical education over the past twenty years^([1]).Simulation made its first impact in specialities such as emergency medicine and anaesthetics;however,it is now being used as an educational modality in a diverse range of specialities-from general practice to psychiatry.Perhaps the greatest pointer of the success of simulation is that it is now increasingly being seen as embedded in medical education and no longer some-
