Do Simulation Studies Measure up? A Simulation Study Quality Review

Cant, Robyn; Levett‐Jones, Tracy; James, Ainsley

doi:10.1016/j.ecns.2018.06.002

Cited by 15 publications

(20 citation statements)

References 53 publications

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“…This systematic review analysed the effectiveness of HFPS using life-threatening clinical condition scenarios on nursing students’ learning outcomes. In accordance with other reviews conducted on this topic,18 24 25 although with different aims and populations, HFPS seems to improve students’ knowledge19 34 36 40 41 53–59 and performance,34 42 44 55 60–69 that are considered objective outcomes in current literature 70. Considering that competence can be defined as knowledge and performance combined with psychomotor and clinical problem-solving skills,71 HFPS can be considered an important teaching method that can contribute to build nursing competence especially in the area of critical care.…”

Section: Discussionsupporting

confidence: 70%

“…In regards to subjective outcomes,70 nursing is an aid profession and patients need to feel safe and reassured, therefore, adequate levels of self-confidence and self-efficacy30 are required in order to improve the well-being of nurses that is closely linked to the quality of care provided. However, this review does not confirm the benefits of HFPS based on life-threatening clinical condition scenarios in improving nursing students’ self-efficacy,42 68 72 73 self-confidence41–44 54 56 59 60 68 72 74–78 and satisfaction 41 42 53 54 75 77 79–82.…”

Section: Discussionmentioning

confidence: 99%

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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

et al. 2019

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ObjectiveThe 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.DesignA 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.Data sourcesPubMed, 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.Study selectionTo 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.Review methodThree independent raters screened the retrieved studies using a coding protocol to extract data in accordance with inclusion criteria.Synthesis methodFor each study, outcome data were synthesised using meta-analytic procedures based on random-effect model and computing effect sizes by Cohen’s d with a 95% CI.ResultsThirty-three studies were included. HFPS sessions showed significantly larger effects sizes for knowledge (d=0.49, 95% CI [0.17 to 0.81]) and performance (d=0.50, 95% CI [0.19 to 0.81]) when compared with any other teaching method. Significant heterogeneity among studies was detected.ConclusionsCompared with other teaching methods, HFPS revealed higher effects sizes on nursing students’ knowledge and performance. Further studies are required to explore its effectiveness in improving nursing students’ competence and patient outcomes.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

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

et al. 2019

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“…Substantial reliability of the MERSQI (Cronbach's alpha > 0.60 ->0.72) 112 has previously been reported in medical research (Reed 2007, Cook andReed 2015). In recent 113 nursing research, interrater agreement using the MERSQI across 26 studies was high (ICC= 0.988) 114 (Cant 2018). 115…”

Section: Critical Appraisal 107mentioning

confidence: 91%

A systematic review of the effectiveness of empathy education for undergraduate nursing students

Levett‐Jones

Cant

Lapkin

2019

Nurse Education Today

Self Cite

171

121

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ObjectiveThe objective of this systematic review was to identify, critically appraise and synthesize evidence for the effectiveness of empathy interventions in undergraduate nursing education. DesignA systematic review of literature. Data SourcesA three-stage systematic search of six electronic databases was conducted. Review MethodsThe Preferred Reporting Items for Systematic reviews and Meta-Analyses guided the review. English language articles published between 2000 and 2018 were eligible. Methodological rigour was examined using the Medical Education Research Study Quality Instrument. Changes in empathy were assessed using Cohen's effect size correlation (r) and reported as effective when the variance was >0.2 standard deviations (r ≥ 0.2). ResultsOf 23 included studies, four were experimental and four were case-control studies. Of these, the mean effect size was r = 0.45 and three were regarded as effective empathy interventions. Although 10 of 13 single group studies demonstrated a significant change in empathy between pre-test and post-test (p < 0.05), effect sizes were often low (mean r = 0.26). Six single-group studies reported an intervention effect of r > 0.2. The most effective empathy education involved immersive and experiential simulation-based interventions. Simulation modalities ranged from role plays, manikin-based scenarios, to 3D e-simulations and point-of-view simulations where students wore a hemiparesis suit\ Conclusions Nine of 23 empathy education studies in undergraduate nurse education demonstrated practical improvements in empathy. The most effective interventions were immersive and experiential simulations that focused on vulnerable patient groups and provided opportunities for guided reflection. We noted the research designs were limited in terms of levels of evidence and use of subjective measures. Larger experimental studies are required to provide higher levels of evidence to identify unequivocal outcomes in terms of empathy research. Future studies should consider transfer to practice and longer-term changes in empathy as study outcomes. ABSTRACT 4Objective 5The objective of this systematic review was to identify, critically appraise and synthesize evidence 6 for the effectiveness of empathy interventions in undergraduate nursing education. 7Design 8 A systematic review of literature. 9 Data sources 10A three-stage systematic search of six electronic databases was conducted. 11 Review methods 12The Preferred Reporting Items for Systematic reviews and Meta-Analyses guided the review. English 13 language articles published between 2000 and 2018 were eligible. Methodological rigour was 14 examined using the Medical Education Research Study Quality Instrument. Changes in empathy 15 were assessed using Cohen's effect size (r) and reported as effective when the variance was ≥ .2 16 standard deviations (r = > .2). 17

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“…MERSQI, another instrument used in this study, is described as reliable because it provides accuracy in identifying the methodological quality of the articles (37) .…”

Section: Discussionmentioning

confidence: 99%

“…MERSQI, another instrument used in this study, is described as reliable because it provides accuracy in identifying the methodological quality of the articles ( 37 ) . This assessment instrument identified a moderate level of quality in the researches that comprised the sample, highlighting as main weaknesses the execution of studies in a single center/institution and the lack of clarification of the validity of the instruments used.…”

Section: Discussionmentioning

confidence: 99%

Clinical simulation for nursing competence development in cardiopulmonary resuscitation: systematic review

Nascimento

Oliveira

et al. 2020

Rev. Latino-Am. Enfermagem

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Objective: to identify the effectiveness of clinical simulation for competence development regarding cardiopulmonary resuscitation in comparison with different teaching and learning strategies used in the education of nursing students. Method: systematic review, performed on the databases PubMed®/MEDLINE®, LILACS, Scopus, CINAHL and Web of Science. The Rayyan QCRI application was used to select the studies, in addition to the instruments for assessing the methodological quality of Joanna Briggs Institute and the Medical Education Research Study Quality Instrument. Results: a total of 887 studies were identified, and five we included in the final sample. The included studies had good methodological quality by the assessment instruments. All of them had statistically significant results to develop competence through clinical simulation, when compared to other methods. Conclusion: clinical simulation proved to be effective for the development of clinical competence in cardiopulmonary resuscitation of nursing students.

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Do Simulation Studies Measure up? A Simulation Study Quality Review

Cited by 15 publications

References 53 publications

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

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

A systematic review of the effectiveness of empathy education for undergraduate nursing students

Clinical simulation for nursing competence development in cardiopulmonary resuscitation: systematic review

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