Effectiveness of using simulation in the development of clinical reasoning in undergraduate nursing students: A systematic review

Theobald, Karen; Tutticci, Naomi; Ramsbotham, Joanne; Johnston, Sandra

doi:10.1016/j.nepr.2021.103220

Cited by 27 publications

(16 citation statements)

References 55 publications

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“…A literature review by Adib-Hajbaghery and Sharifi [ 34 ] found uncertainties about the effect of SBL on the CT of nursing students and nurses. Their findings are supported by a recent systematic review that examined extant evidence of simulation’s effectiveness in promoting clinical reasoning skills in nursing education [ 15 ]. The authors of this systematic review conclude that insufficient evidence exists to form conclusions.…”

Section: Introductionmentioning

confidence: 70%

“…This scoping review may also identify the variety of technological solutions available for nursing education and describe how they are used to enhance the development of nursing students’ CT skills. Scoping searches have found reviews on the topic of simulation and CT in nursing education [ 15 , 30 , 34 , 35 ], but those reviews do not specifically report on the use of technology to support SBL to enhance CT. Reviews on SBL technologies have also been identified, which often investigate one type of technology or compare the use of technology to traditional SBL [ 27 , 29 , 31 ].…”

Section: Discussionmentioning

confidence: 99%

“…Several distinct terms are currently used in studies exploring the outcome of CT in SBL, such as clinical problem-solving , clinical decision-making , clinical reasoning, and handling clinical deterioration [ 4 , 11 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

“…Within this framework, the traditional teacher-student relationship, in which knowledge is transferred from teacher to student, shifts to a learner-centered, teacher-guided approach [ 9 , 20 ]. SBL can potentially replicate clinical practice, in which the learner must employ clinical reasoning with cognitive, psychomotor, and affective skills [ 15 ]. According to the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards Committee [ 21 ] self-monitoring, conscious reflection, and insightfulness occur in SBL through debriefing, feedback, and guided reflection.…”

Section: Introductionmentioning

confidence: 99%

“…The authors of this systematic review conclude that insufficient evidence exists to form conclusions. They found a lack of substantial evidence for the cause-effect relationship of simulation training and CT due to the great heterogeneity of the studies, including diverse methods, scenarios, and measurement instruments [ 15 , 34 ]. The heterogeneity of studies makes it challenging to compare results and reach a consensus regarding SBL’s effect on CT.…”

Section: Introductionmentioning

confidence: 99%

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Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Stenseth¹,

Steindal²,

Solberg³

et al. 2022

JMIR Res Protoc

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Background Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students. Objective The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. Methods The proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized. Results The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023. Conclusions The results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ firsthand experiences and further development of successful teaching strategies in nursing education. International Registered Report Identifier (IRRID) DERR1-10.2196/36725

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Section: Introductionmentioning

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Stenseth¹,

Steindal²,

Solberg³

et al. 2022

JMIR Res Protoc

View full text Add to dashboard Cite

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Realistic simulation in nursing education: Testing two scenario‐based models

et al. 2022

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Aim To evaluate students' self‐perceived pedagogical outcomes when using a digital scenario‐based tool compared to traditional scenarios printed on paper. Design This study used a within‐subjects experiment. Method A digital platform for scenario development was developed, focusing on patients' regaining independence and returning home after an acute event. Students participated in two simulation activities, differing only in the type of scenario used and completed a questionnaire to evaluate their learning experience. Results Students considered that the new scenario template provided a clearer understanding of the situation under analysis, allowing them to recognize the focuses of attention to be prioritized when formulating the intervention plan. No Patient or Public Contribution: A digital platform for a standardized process of scenario writing to help realistic simulation in nursing education is a novelty in this study and will likely contribute to substantial learning gains.

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Person-Centered Care and Clinical Judgment: Mapping the AACN Essentials with Simulation in Prelicensure Nursing Programs

Bussard,

Jacobs

2023

Clinical Simulation in Nursing

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Effectiveness of using simulation in the development of clinical reasoning in undergraduate nursing students: A systematic review

Cited by 27 publications

References 55 publications

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Realistic simulation in nursing education: Testing two scenario‐based models

Person-Centered Care and Clinical Judgment: Mapping the AACN Essentials with Simulation in Prelicensure Nursing Programs

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