Standardized Patient Simulation for More Effective Undergraduate Nursing Education: A Systematic Review and Meta-Analysis

Ma, Jinkyoung; Lee, Youngjin; Kang, Jiwon

doi:10.1016/j.ecns.2022.10.002

Cited by 8 publications

(5 citation statements)

References 41 publications

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“…This finding indicates that participating students were highly satisfied with the use of simulated patients in learning psychiatric nursing clinical competencies. These results are congruent with recent studies by Amsalem et al, Ma et al, Ozkara San et al, and Presno et al [ 21 , 22 , 23 , 24 ], indicating that standardized patient simulation can effectively improve undergraduate nursing students’ learning satisfaction in mental health nursing and help to prepare them for their real clinical placements. In addition, Johnson et al and Goh et al [ 25 , 26 ] found that using simulated patients in undergraduate mental health nursing education significantly increased students’ satisfaction before being posted to mental health settings for their clinical attachment.…”

Section: Discussionsupporting

confidence: 91%

Evaluation of the Effectiveness of Standardized Patient Simulation as a Teaching Method in Psychiatric and Mental Health Nursing

Dawood,

Alshutwi,

Alshareif

et al. 2024

Nursing Reports

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Background: The use of standardized patient simulation in psychiatric nursing education addresses the unique challenges presented by mental healthcare settings. Students’ attitudes toward clinical simulation remain predominantly favorable, with many expressing enthusiasm for the opportunities it provides in terms of embracing challenges, enhancing realism, and promoting critical thinking through problem solving, decision-making, and adaptability. Methods: This quantitative study used a cross-sectional, descriptive, correlation design to investigate the effectiveness of standardized patient simulation as a teaching method in the Psychiatric and Mental Health nursing course in a university setting. A total of 84 nursing students were recruited for the convenience sample. Data were collected using a three-part questionnaire survey which included the following: a demographic data sheet, the Student Satisfaction and Self-confidence in Learning Scale, and a narrative open-ended question asking the participants to write the advantages and disadvantages of their simulation experience. Data were analyzed using the statistical software JMP pro17. Results: The total satisfaction with learning subscale score ranged between 5 and 25 with a mean score of 19.36 ± 6.32. The total self-confidence subscale score ranged between 8 and 40 with a mean score of 30.87 ± 9.1. Pearson’s correlation coefficient r revealed a statistically significant positive relationship between the participants’ satisfaction with the learning experience and their self-confidence (t = 0.923, p < 0.0001). Approximately 91.7% of the students recommended using simulation. The results confirmed the students’ recommendations of simulation use in teaching psychiatric and mental health courses; furthermore, the results showed a statistically significant positive correlation with the total SSLS (p = 0.01) and satisfaction with learning subscale (0.003). Participants reported that authentic, practical, comfortable, and safe learning environments contributed to an enriched learning experience. Additionally, factors such as timesaving, access to information, cost-effectiveness, standardized teaching, varied exposure, skill development, and immediate feedback also enhanced the learning experience through patient simulation in psychiatric and mental health nursing. Conclusion: Simulations can contribute efficiently and positively to psychiatric and mental health nursing education in a manner that optimizes the learning experience while ensuring the consistency of student learning in a safe learning environment.

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Section: Discussionsupporting

confidence: 91%

Evaluation of the Effectiveness of Standardized Patient Simulation as a Teaching Method in Psychiatric and Mental Health Nursing

Dawood,

Alshutwi,

Alshareif

et al. 2024

Nursing Reports

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“…In one high-fidelity simulation, the SP was a trans woman herself 15. A systematic review reported that simulations using SPs can effectively improve undergraduate nursing students' communication skills, communication self-efficacy, learning self-efficacy, problem-solving skills, and learning satisfaction 39. A possible barrier for not using SPs would be the associated cost and training requirements.…”

Section: Discussionmentioning

confidence: 99%

Methods of Teaching Transgender Health in Undergraduate Nursing Programs

Lim,

Eda

2023

Nurse Educator

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Background: Transgender populations experience disproportionately higher rates of mental and physical health issues such as suicidality and heart disease than their cisgender counterparts. Education of health professions students and providers is recognized as an effective method in mitigating transgender health disparities. Purpose: This narrative review investigated the methods in which transgender health is taught in undergraduate nursing programs. Suggestions for optimizing transgender health education are presented. Method: This review critically appraised and synthesized 28 articles that met these inclusion criteria: articles in English describing teaching strategies used in transgender health education with samples that include undergraduate nursing students. Results: Didactic lecture is the most widely used method, followed by role-play simulation, use of film and video, guest presentation, and high-fidelity and standardized patient simulation. Conclusion: Lectures remain the dominant method of delivering transgender health content. Improvements in students' knowledge and attitude related to transgender care were noted posteducation.

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“…SPs provide an experiential learning environment that allows learners to simulate real-life clinical scenarios, thereby enhancing the realism of simulation-based learning methods. Previous works of literature on the medical educational utilization of SPs have attested to their value (Ma et al, 2023;Qureshi & Zehra, 2020). The use of SPs allows MBBS students to practice their clinical skills and engage in realistic scenarios before commencing clinical practice, without compromising patient comfort and safety or risking medical errors.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Teacher-Simulated Patient Pedagogy for Bachelor of Medicine and Bachelor of Surgery Undergraduate Students in Preoperative Assessment Learning

2023

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This study aims to investigate the impact of teacher-simulated patient (TSP) pedagogy on Bachelor of Medicine and Bachelor of Surgery (MBBS) students' preoperative assessment skills. MBBS students beginning their clinical practice in the Department of Anesthesiology were randomly assigned to either the interventional (TSP) or conventional (Standard Education, SE) groups. The SE participants completed a lecture-based learning module. In the TSP group, a teacher-simulated patient scenario was designed to provide MBBS students with a realistic simulated patient experience. The MBBS students' performance was evaluated by assessing their skills using the mini-Clinical Evaluation Exercise (Mini-CEX) tool. The MBBS students in the TSP group scored significantly higher in their Mini-CEX mean overall clinical competence scores (7.11±1.09 vs. 7.58±0.60; p = 0.027) and mean domain scores (6.88±0.54 vs. 7.65±0.48; p = 0.000). The implementation of TSP methodology has led to improved skill performance and enhanced domainspecific competencies among the MBBS students. Incorporating Team-Based Learning (TBL) pedagogy in medical education programs can be a valuable approach to enhance MBBS student learning outcomes and better prepare them for real-world clinical practice.

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Standardized Patient Simulation for More Effective Undergraduate Nursing Education: A Systematic Review and Meta-Analysis

Cited by 8 publications

References 41 publications

Evaluation of the Effectiveness of Standardized Patient Simulation as a Teaching Method in Psychiatric and Mental Health Nursing

Evaluation of the Effectiveness of Standardized Patient Simulation as a Teaching Method in Psychiatric and Mental Health Nursing

Methods of Teaching Transgender Health in Undergraduate Nursing Programs

Implementation of Teacher-Simulated Patient Pedagogy for Bachelor of Medicine and Bachelor of Surgery Undergraduate Students in Preoperative Assessment Learning

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