HFPS based on life-threatening clinical scenarios produces significantly larger knowledge gains than other teaching methods in nursing students (d=0.49)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Pooled across 33 studies, HFPS sessions showed significantly larger effect sizes for knowledge than any other teaching method (d=0.49, 95% CI 0.17 to 0.81, p=0.003). → La Cerra Carmen 2019

Evidence¶

La Cerra Carmen 2019¶

La Cerra Carmen, Dante Angelo, Caponnetto Valeria, Franconi Ilaria, Gaxhja Elona, Petrucci Cristina, Alfes Celeste M, Lancia Loreto. (2019). Effects of high-fidelity simulation based on life-threatening clinical condition scenarios on learning outcomes of undergraduate and postgraduate nursing students: a systematic review and meta-analysis. BMJ Open 9(2):e025306. https://doi.org/10.1136/bmjopen-2018-025306

q3 · i2 · quant-synthesis · r3

Meta-analysis of 33 studies (44 comparisons, n=3042 nursing students) using a random-effect model with Cohen's d. The pooled knowledge effect significantly favoured HFPS: "d=0.49, 95% CI [0.17 to 0.81], Z-test=3.06, p=0.003".

"HFPS sessions showed significant larger effects sizes for knowledge (d=0.49, 95% CI [0.17 to 0.81], Z-test=3.06, p=0.003) and performance (d=0.50, 95% CI [0.19 to 0.81], Z-test=3.12, p=0.001) than any other teaching method"

Discussion¶

Related Claims¶

• HFPS based on life-threatening clinical scenarios produces significantly larger performance gains than other teaching methods in nursing students (d=0.50)
• Scenario, manikin brand and control intervention explain heterogeneity only for self-efficacy, not for the other HFPS learning outcomes — related
• Pooled satisfaction and self-confidence effects are sensitive to individual studies, while knowledge, performance and self-efficacy effects are robust in leave-one-out analysis — related