Status of Nordic research on simulation-based learning in healthcare: an integrative review

Abstract

BackgroundBased on common geography, sociopolitics, epidemiology, and healthcare services, the Nordic countries could benefit from increased collaboration and uniformity in the development of simulation-based learning (SBL). To date, only a limited overview exists on the Nordic research literature on SBL and its progress in healthcare education. Therefore, the aim of this study is to fill that gap and suggest directions for future research.MethodsAn integrative review design was used. A search was conducted for relevant research published during the period spanning from 1966 to June 2016. Thirty-seven studies met the inclusion criteria. All included studies were appraised for quality and were analyzed using thematic analysis.ResultsThe Nordic research literature on SBL in healthcare revealed that Finland has published the greatest number of qualitative studies, and only Sweden and Norway have published randomized control trials. The studies included interprofessional or uniprofessional teams of healthcare professionals and students. An assessment of the research design revealed that most studies used a qualitative or a descriptive design. The five themes that emerged from the thematic analysis comprised technical skills, non-technical skills, user experience, educational aspects, and patient safety.ConclusionThis review has identified the research relating to the progress of SBL in the Nordic countries. Most Nordic research on SBL employs a qualitative or a descriptive design. Shortcomings in simulation research in the Nordic countries include a lack of well-designed randomized control trials or robust evidence that supports simulation as an effective educational method. In addition, there is also a shortage of studies focusing on patient safety, the primary care setting, or a combination of specialized and primary care settings. Suggested directions for future research include strengthening the design and methodology of SBL studies, incorporating a cross-country comparison of studies using simulation in the Nordic countries, and studies combining specialized and primary care settings.Electronic supplementary materialThe online version of this article (10.1186/s41077-018-0071-8) contains supplementary material, which is available to authorized users.

Nurses’ experiences of simulation-based learning, 12–18 months after the simulation: A qualitative study

“…12 An integrative review on SBL in the Nordic countries showed that the number of published studies has increased since the early 1990s. 13 Recent studies highlight the use of high-fidelity simulation (HFS) for different professionals, often with different emergency scenarios. High-fidelity simulation enables multiple learning objectives to be achieved in a realistic and secure context for nursing staff.…”

Educação clínica em enfermagem: desenvolvimento de uma casa simulada para a operacionalização de visita domiciliar

“…5 Simulação é definida como um processo dinâmico envolvendo a criação de uma oportunidade hipotética que incorpora uma representação autêntica da realidade, facilita o envolvimento ativo (do participante) e integra as complexidades da aprendizagem prática e teórica com oportunidade de repetição, feedback, avaliação e reflexão. 6 A articulação da teoria e prática tem sido apontada como mecanismo eficaz no ensino superior, pois estimula o aluno na construção de um profissional promovido pela maturidade para atuar em diversas situações, além de oferecer oportunidades de aprendizagem e treinamento através da discussão reflexiva sobre a situação ocorrida ao estimular o pensando crítico e reflexivo do estudante. 7 A educação clínica baseada em simulação é uma técnica de aprendizagem experiencial, que envolve colocar os alunos em situações de atendimento ao paciente criadas por instrutores, a fim de maximizar a aprendizagem em situações reais que os alunos podem encontrar.…”

Translatability and validation of non-technical skills scale for trauma (T-NOTECHS) for assessing simulated multi-professional trauma team resuscitations

“…Even a short, structured two-hour trauma team simulation training course has found to be effective in improving non-technical skills among health care professionals [3]. No Nordic research that focuses on valid assessment methods and rating instruments for non-technical skills were found in a recent integrative review [4]. Therefore Nordic and international comparison of education effectiveness in simulated learning situations is challenging.…”