{"id":1744,"date":"2016-10-06T06:50:05","date_gmt":"2016-10-06T06:50:05","guid":{"rendered":"http:\/\/www.syedara.com\/?p=1744"},"modified":"2016-10-06T06:50:26","modified_gmt":"2016-10-06T06:50:26","slug":"effectiveness-of-simulation-based-nursing-education-depending-on-fidelity-a-metaanalysis","status":"publish","type":"post","link":"https:\/\/www.syedara.com\/?p=1744","title":{"rendered":"Effectiveness of simulation-based nursing education depending on fidelity: a metaanalysis"},"content":{"rendered":"<p><strong>Abstract<\/strong><\/p>\n<p><strong>Background:<\/strong> Simulation-based nursing education is an increasingly popular pedagogical approach. It provides<br \/>\nstudents with opportunities to practice their clinical and decision-making skills through various real-life situational<br \/>\nexperiences. However, simulation approaches fall along a continuum ranging from low-fidelity to high-fidelity<br \/>\nsimulation. The purpose of this study was to determine the effect size of simulation-based educational interventions<br \/>\nin nursing and compare effect sizes according to the fidelity level of the simulators through a meta-analysis.<\/p>\n<p><strong>Method:<\/strong> This study explores the quantitative evidence published in the electronic databases EBSCO, Medline,<br \/>\nScienceDirect, ERIC, RISS, and the National Assembly Library of Korea database. Using a search strategy including<br \/>\nthe search terms \u201cnursing,\u201d \u201csimulation,\u201d \u201chuman patient,\u201d and \u201csimulator,\u201d we identified 2279 potentially relevant<br \/>\narticles. Forty studies met the inclusion criteria and were retained in the analysis.<\/p>\n<p><strong>Results:<\/strong> This meta-analysis showed that simulation-based nursing education was effective in various learning domains,<br \/>\nwith a pooled random-effects standardized mean difference of 0.70. Subgroup analysis revealed that effect sizes were<br \/>\nlarger for high-fidelity simulation (0.86), medium-fidelity simulation (1.03), and standardized patients (0.86) than they<br \/>\nwere for low-fidelity and hybrid simulations. In terms of cognitive outcomes, the effect size was the largest for<br \/>\nhigh-fidelity simulation (0.50). Regarding affective outcome, high-fidelity simulation (0.80) and standardized patients<br \/>\n(0.73) had the largest effect sizes.<\/p>\n<p><strong>Conclusions:<\/strong> These results suggest that simulation-based nursing educational interventions have strong educational<br \/>\neffects, with particularly large effects in the psychomotor domain. Since the effect is not proportional to fidelity level, it<br \/>\nis important to use a variety of educational interventions to meet all of the educational goals.<\/p>\n<p><strong>Keywords:<\/strong> Nursing education, Patient simulation, Educational models, Meta-analysis<\/p>\n<p>[embeddoc url=&#8221;https:\/\/www.syedara.com\/wp-content\/uploads\/2016\/10\/Effectiveness-of-simulation-based-nursing-education-depending-on-fidelity.pdf&#8221; height=&#8221;500%&#8221; viewer=&#8221;google&#8221;]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Abstract Background: Simulation-based nursing education is an increasingly popular pedagogical approach. It provides students with opportunities to practice their clinical and decision-making skills through various real-life situational experiences. However, simulation approaches fall along a continuum ranging from low-fidelity to high-fidelity simulation. The purpose of this study was to determine the effect size of simulation-based educational&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[281],"tags":[490,491,488,489],"class_list":["post-1744","post","type-post","status-publish","format-standard","hentry","category-resource","tag-educational-models","tag-meta-analysis","tag-nursing-education","tag-patient-simulation"],"_links":{"self":[{"href":"https:\/\/www.syedara.com\/index.php?rest_route=\/wp\/v2\/posts\/1744","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.syedara.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.syedara.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.syedara.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.syedara.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1744"}],"version-history":[{"count":0,"href":"https:\/\/www.syedara.com\/index.php?rest_route=\/wp\/v2\/posts\/1744\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.syedara.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1744"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.syedara.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1744"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.syedara.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1744"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}