Effect of simulation-based teaching on nursing skill performance: a systematic review and meta-analysis

作     者：Agezegn Asegid Nega Assefa Agezegn Asegid;Nega Assefa

作者机构：Department of NursingCollege of Medicine and Health ScienceWachemo UniversityHosanna 667Ethiopia School of Nursing and MidwiferyCollege of Health and Medical ScienceHaramaya UniversityDire Dewa 138Ethiopia 

出 版 物：《Frontiers of Nursing》 (护理前沿（英文）)

年 卷 期：2021年第8卷第3期

页      面：193-208页

学科分类：0401[教育学-教育学] 04[教育学] 1011[医学-护理学（可授医学、理学学位）] 040102[教育学-课程与教学论] 10[医学] 

主　　题：checklist clinical skill education experimental nursing review nursing staffs quasi-experimental simulation training student nursing 

摘      要：Objective:To summarize and produce aggregated evidence on the effect of simulation-based teaching on skill performance in the nursing *** is an active learning strategy involving the use of various resources to assimilate the real *** enables learners to improve their skills and knowledge in a coordinated ***:Systematic literature search of original research ar ticles was carried out through Google Scholar,Medline,and Cochrane Cumulative Index to Nursing and Allied Health Literature(CINAHL)*** conducted on simulation-based teaching and skill performance among nursing students or clinical nursing staff from 2010 to 2019,and published in the English language,were included in this *** quality was assessed by Joanna Briggs Institute,and the risk of bias was also assessed by Cochrane risk of bias and the risk of bias assessment tool for non-randomized studies(ROBINS-I)***:Initially,638 titles were obtained from 3 sources,and 24 original studies with 2209 study par ticipants were taken for the final *** the total studies,14(58.3%)used single group prep post design,7(29.1%)used high fidelity simulator(HFS),and 7(29.1%)used a virtual simulator(VS).Twenty(83.3%)studies reported improved skill performance following simulation-based ***-based teaching improves skill performance among types of groups(single or double),study regions,high fidelity(HF),low fidelity(LF),and standard patient(SP)*** the effect over virtual and medium fidelity simulators was not statistically ***,simulation-based teaching improves the skill performance score among the experimental group(d=1.01,95%confidence interval[CI][0.69–1.33],Z=6.18,P0.01,93.9%).Significant heterogeneity and publication bias were observed during the pooled ***:Simulation did improve skill performance among the intervention groups,but the conclusion is uncer tain due to the signif