Simulation complemented by other techniques improves patient safety competency more than simulation alone, but added classroom teaching did not improve teamwork attitudes¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One study found simulation plus lectures, presentations, debates, and demonstrations achieved better patient safety competency than simulation alone. → González-Sanz A 2026 q2 i? Another study found blended classroom plus clinical simulation gave no added teamwork-attitude benefit over clinical simulation alone (P=.04 for both groups improving). → González-Sanz A 2026 (2)

Evidence¶

González-Sanz A 2026¶

González-Sanz A, López-García JC, Sutil-Rodríguez E, Juárez-Vela R, Santos-Sánchez JÁ, Navas-Echazarreta N, Martínez-Sabater A, Sancho-Sanchez C. (2026). Simulation-Based Training for Nursing Students to Improve Patient Safety: Systematic Review. JMIR Nursing. https://doi.org/10.2196/87898

q2 · i? · review · r3

The review reports this quasi-experimental SPOC-plus-simulation finding (n=205) from its Safety Outcomes synthesis; patient safety competence scores were significantly higher in intervention students (P<.001).

"Simulation training complemented by other techniques (lectures, presentations, debates, and demonstrations) achieves better results than simulation training alone for improving patient safety competency among nursing students"

González-Sanz A 2026 (2)¶

González-Sanz A, López-García JC, Sutil-Rodríguez E, Juárez-Vela R, Santos-Sánchez JÁ, Navas-Echazarreta N, Martínez-Sabater A, Sancho-Sanchez C. (2026). Simulation-Based Training for Nursing Students to Improve Patient Safety: Systematic Review. JMIR Nursing. https://doi.org/10.2196/87898

q2 · i? · review · r3

Mixed-methods study of 46 interprofessional students comparing combined classroom plus clinical simulation against clinical simulation alone; both groups improved teamwork attitudes (P=.04) with no added benefit from classroom teaching.

"However, the effects of a blended classroom plus clinical simulation versus clinical simulation alone on teamwork attitudes did not further improve teamwork attitudes, perceptions, and performance in medical and nursing students compared with clinical simulation alone"

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• Simulation-based training is associated with improved patient safety-related skills and knowledge in undergraduate nursing students — a broader claim this one bears on
• In an RCT reviewed here, adding AI-generated feedback to a GenAI virtual patient improved medical students' clinical decision-making relative to simulation alone — related
• Virtual patients blended with traditional education improve knowledge more than traditional education alone (pooled SMD=0.73) — related
• Competency-based progression simulation combined with e-learning yields higher communication competence than e-learning alone or standard simulation — related
• Manikin-based simulation produced equal or superior competency outcomes versus traditional clinical practice, except in the Patient Safety domain — related
• Active methodologies show no definitive superiority over traditional teaching in undergraduate dentistry — related
• PBL combined with virtual simulation improved theoretical knowledge and practical skills in clinical biochemistry — related