Simulation Research Rubric: Further Analysis of Published Simulation Studies and Future Implications

Mariani, Bette; Horsley, Trisha Leann; Fey, Mary K.; Gloe, Donna; Atz, Teresa; Campbell, Suzanne Hetzel; Daniels, Amy L.; Miller, Carrie Westmoreland

doi:10.1016/j.ecns.2020.08.013

Cited by 4 publications

(7 citation statements)

References 9 publications

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“…In addition, they highlight those studies with a solid description of the simulation in its methodological stage, tend to obtain statistically significant results. In association with the findings of Mariani et al (2020), the finding of the present study helps to support the need of more rigorous methodology in ours simulation designs and research methods.…”

Section: Relevance To Clinical Practicesupporting

confidence: 87%

Influence of simulation design on stress, anxiety and self‐confidence of nursing students: Systematic review with meta‐analysis

Silva

Oliveira

Coelho

et al. 2023

Journal of Clinical Nursing

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AimTo evaluate the simulation design characteristics that may influence the stress, anxiety and self‐confidence of undergraduate nursing students during learning.DesignSystematic review with meta‐analysis.Data SourcesSearchers were conducted in October 2020 and updated in August 2022 in the databases CENTRAL, CINAHL, Embase®, ERIC, LILACS, MEDLINE, PsycINFO®, Scopus and Web of Science, PQDT Open (ProQuest), BDTD, Google Scholar and specific journals on simulation.Review MethodsThis review was conducted according to the recommendations of Cochrane Handbook for Systematic Reviews and reported according to the PRISMA Statement. Experimental and quasi‐experimental studies that compared the effect of simulation on stress, anxiety and self‐confidence of nursing students were included. The selection of studies and data extraction was performed independently by two reviewers. Simulation information was collected as prebriefing, scenario, debriefing, duration, modality, fidelity and simulator. Data summarization was performed by qualitative synthesis and meta‐analytical methods.ResultsEighty studies were included in the review, and most reported in detail the structure of the simulation, contemplating prebriefing, scenario, debriefing and the duration of each step. In subgroup meta‐analysis, the presence of prebriefing, duration of more than 60 min and high‐fidelity simulations helped reduce anxiety, while the presence of prebriefing and debriefing, duration, immersive clinical simulation modalities and procedure simulation, high‐fidelity simulations and use of mannequins, standardised patients and virtual simulators, contributed to greater students' self‐confidence.ConclusionsDifferent modulations of simulation design components imply reduction of anxiety and increased self‐confidence in nursing students, especially highlighting the quality of the methodological report of simulation interventions.Relevance to Clinical PracticeThese findings help to support the need of more rigorous methodology in simulation designs and research methods. Consequently, impact on the education of qualified professionals prepared to work in clinical practice.No Patient or Public Contribution.

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Section: Relevance To Clinical Practicesupporting

confidence: 87%

Influence of simulation design on stress, anxiety and self‐confidence of nursing students: Systematic review with meta‐analysis

Silva

Oliveira

Coelho

et al. 2023

Journal of Clinical Nursing

Self Cite

View full text Add to dashboard Cite

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“…The raw score is divided by the total possible number of points to determine a percentage ( Fey et al, 2015 ). Ratings of 76% to 100% are excellent, 51% to 75% are good, 26% to 50% are fair, and 0% to 25% are poor ( Mariani et al, 2020 ); two of the identified studies were rated as "excellent" and nine were appraised as "good" ( Table ).…”

Section: Methodsmentioning

confidence: 99%

Multiple-Patient Simulations and Student Outcomes in Prelicensure Nursing Education: An Integrative Review

Ross

Latz

Meakim

et al. 2022

Clinical Simulation in Nursing

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“…The studies were evaluated for quality using the Simulation Research Rubric (SRR). 36,37 The SRR is a 16-item tool with a content validity index of 0.96 that uses a 4-point scale (4 = excellent, 3 = very good, 2 = good, 1 = poor, 0 = unsatisfactory) to assess the quality of simulation research articles. The total possible scores vary between 0 and 64 depending on the type of article and because specific SRR criteria may not be applicable.…”

Section: Research Qualitymentioning

confidence: 99%

Prebrief Time for Immersive Virtual and Augmented Reality Simulation

Cieslowski,

Craig,

Gummadi

et al. 2023

Nurse Educ

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Background: Virtual reality and augmented technology are rapidly advancing and hold the potential to transform nursing education by offering a convenient, efficient, learner-centered way to educate students. A comprehensive and time-oriented prebrief is essential to the process. Purpose: This review analyzes the status of scientific exploration regarding the prebrief and time allotments for virtual and augmented reality simulation. Methods: Whittemore and Knafl's 5-stage method guided this integrative review. The authors searched 6 databases and selected 7 articles based on inclusion criteria. Results: The findings from this review demonstrated objectives, a safe learning environment, orientation, preparation materials, and time in the prebrief; yet, inconsistencies persist in the virtual and augmented reality prebrief. Conclusions: Defining a comprehensive and consistent prebrief is essential for high-quality simulation. A more standardized process, including time allotments, must be established for virtual and augmented reality.

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Simulation Research Rubric: Further Analysis of Published Simulation Studies and Future Implications

Cited by 4 publications

References 9 publications

Influence of simulation design on stress, anxiety and self‐confidence of nursing students: Systematic review with meta‐analysis

Influence of simulation design on stress, anxiety and self‐confidence of nursing students: Systematic review with meta‐analysis

Multiple-Patient Simulations and Student Outcomes in Prelicensure Nursing Education: An Integrative Review

Prebrief Time for Immersive Virtual and Augmented Reality Simulation

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