Trends in Research on Simulation in the Teaching of Nursing: An Integrative Review

Abstract

The studies indicate that appropriate tools are needed to measure the true impact of the strategy on the teaching of nursing care and the training needed to use simulation as a teaching strategy.

Using Simulation Training to Promote Nurses’ Effective Handling of Workplace Violence: A Quasi-Experimental Study

“…Simulation is a participatory experience, helping participants to build their own problem-solving strategies during the learning process, to transform and apply these strategies to relevant situations, and finally to effectively improve their levels of awareness and problem-solving capabilities [12,13,14]. An integrative review confirmed the efficacy of simulation teaching in nursing education by analyzing 160 articles [14]. A total of 68.1% studies used simulation teaching and 31.9% used training skills to develop clinical reasoning.…”

“…The content design of the “simulation education on workplace violence training” was based on the systematic reviews and nursing staff focus group interviews for framework development of workplace violence training [10,14,23,24,25]. The courses were designed to simulate verbal and physical violence in the real-workplace scenarios, prompting the participants to construct a problem-solving strategy during the learning process and to apply the strategy to the relevant situations.…”

“…In terms of developing well-designed workplace violence training programs for health care workers, the most significant gap in content was the lack of attention to risk assessment and policy for workplace violence. Simulation is defined as learning activities in a range of mimicked real-world clinical environments, through role play or immersive devices, to reach the goal of demonstration procedures, decision-making, and critical thinking [12,13,14]. Simulation education is more and more frequently used in nursing education and is considered as an effective clinical teaching strategy [14].…”

“…Simulation is defined as learning activities in a range of mimicked real-world clinical environments, through role play or immersive devices, to reach the goal of demonstration procedures, decision-making, and critical thinking [12,13,14]. Simulation education is more and more frequently used in nursing education and is considered as an effective clinical teaching strategy [14]. As the importance of simulation training has grown, many studies have demonstrated the effectiveness of simulation teaching strategies [12].…”

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

“…Over the years, as a result of the growing number of educational technologies, students have begun to gain knowledge through a combination of different didactical methods (Oermann, ), challenging nurse educators to move from traditional lectures to methods that encourage students to be proactive in gaining knowledge (Bristol et al, ). Practical activities in well‐equipped simulated learning environments have gradually become more preferable learning activities than reading and writing (Almeida et al, ). Nurse educators have become learning facilitators rather than simple “lecturers,” supporting students to be active learners capable of attributing individual meanings to their personal goals, challenges and experiences (Padilha, Machado, Ribeiro, Ramos, & Costa, ).…”