Using branching path simulations in critical thinking of pain management among nursing students: Experimental study

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

“…There were no interrupted time-series designs. Six studies were classified as being controlled before-after designs [ 53 , 61 , 63 , 64 , 66 , 67 ]. Two of these studies described random allocation processes [ 64 , 67 ]; however, they were not classified as randomised trials.…”

“…Six studies were classified as being controlled before-after designs [ 53 , 61 , 63 , 64 , 66 , 67 ]. Two of these studies described random allocation processes [ 64 , 67 ]; however, they were not classified as randomised trials. One of the studies described random assignment to groups from a convenience sample [ 64 ] and the other introduced non-randomised participants into the experimental group [ 67 ].…”

“…Two of these studies described random allocation processes [ 64 , 67 ]; however, they were not classified as randomised trials. One of the studies described random assignment to groups from a convenience sample [ 64 ] and the other introduced non-randomised participants into the experimental group [ 67 ]. There was one non-randomised study [ 55 ] and two studies used repeated measures [ 52 , 62 ].…”

“…Two non-networked CBDE programmes were from practice-based settings [ 1 , 67 ] and three were from higher education [ 63 – 65 ]. The CBDE programmes were either dementia training delivered on a CD-ROM [ 1 , 65 ] or were computer-based simulation activities [ 63 , 64 , 67 ]. CD-ROM trainings were described as educational tutorials [ 1 ] or multimedia training [ 65 ].…”

“…Simulation activities included a clinic simulator involving virtual patients [ 63 ], a video simulator modelling appropriate levels of dressing assistance [ 67 ], and computer-based branching path simulation (BPS). BPS is interactive learning tool that can develop critical thinking skills and decision-making capability among learners [ 64 ]. Key characteristics of the CBDE programmes are summarised in Table 10 .…”