HFPS based on life-threatening clinical scenarios produces significantly larger performance gains than other teaching methods in nursing students (d=0.50)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Pooled across studies, HFPS showed significantly larger effect sizes for performance than any other teaching method (d=0.50, 95% CI 0.19 to 0.81, p=0.001). → 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 · r2
Random-effect meta-analysis of objective performance outcomes measured by direct observation or objective instruments (e.g., ACLS Mega Code Performance Score Sheet). The pooled effect favoured HFPS: "d=0.50, 95% CI [0.19 to 0.81], Z-test=3.12, p=0.001".
"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 knowledge gains than other teaching methods in nursing students (d=0.49)
- HFPS based on life-threatening scenarios shows no significant difference from other teaching methods on nursing students' satisfaction
- HFPS based on life-threatening scenarios shows no significant difference from other teaching methods on nursing students' self-confidence
- HFPS based on life-threatening scenarios shows no significant difference from other teaching methods on nursing students' self-efficacy (d=0.05)
- 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
- Simulation Based Education Improves Outcomes — a broader claim this one bears on
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