模拟设计元素对本科护理教育的影响：系统回顾

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing Pub Date : 2024-02-29 DOI:10.1016/j.ecns.2024.101519

Matthew Jackson MN , Lauren McTier PhD , Laura A. Brooks MN , Rochelle Wynne PhD

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引用次数: 0

摘要

本综述的主要目的是确定在本科护理课程中，与传统教学方法相比，模拟教学的效果如何。次要目的是描述设计元素的可变性。对定量研究进行系统回顾和叙述性综合。检索数据库：CINAHL、MEDLINE、APA PsycInfo、ERIC 和 EMBASE。数据库检索时间为 1990 年至 2023 年。用 Covidence 筛选文章。使用 MMAT、RoB、Cochrane RoB2 和 ROBINS-I 进行质量评估。采用无荟萃分析的综合方法检查提取的数据。当模拟教育与传统教育进行比较时，16 项研究（62%）的知识显著提高，29 项研究（64%）的技能显著提高，8 项研究（44%）的态度显著提高。对设计要素的报告不足。模拟教育的设计要素、实施和评估方面的差异是现有证据的基础，因此很难准确衡量模拟教育对学习成果的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Impact Of Simulation Design Elements on Undergraduate Nursing Education: A Systematic Review

The primary aim of this review was to determine the effect of simulation-based education, when compared to traditional teaching methods in undergraduate nursing programs. The secondary aims were to describe variability in design elements. A systematic review and narrative synthesis of quantitative studies. CINAHL, MEDLINE, APA PsycInfo, ERIC, and EMBASE. Databases were searched from 1990 to 2023. Articles were screened in Covidence. Quality assessment using the MMAT, RoB, Cochrane RoB2, and ROBINS-I. Synthesis without meta-analyses was used to examine extracted data. When simulation-based education was compared to traditional education knowledge significantly improved in 16 (62%) studies, skills in 29 (64%) studies, and improvement in attitude in eight (44%) studies. Reporting of design elements was deficient. Variability in design elements, implementation, and evaluation of simulation-based education underpin the current evidence making it difficult to accurately measure the effect of simulation-based education on learning outcomes.

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来源期刊

Clinical Simulation in Nursing NURSING-

CiteScore

5.50

自引率

15.40%

发文量

107

期刊介绍： Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation. We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria: Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation Innovative teaching/learning strategies using simulation Articles updating guidelines, regulations, and legislative policies that impact simulation Leadership for simulation Simulation operations Clinical and academic uses of simulation.