High-fidelity simulation training yields a large effect on learning satisfaction among practising registered nurses¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Meta-analysis of three studies (102 nurses) found HFS produced a large, significant improvement in learning satisfaction compared with traditional methods (SMD = 1.24), with high heterogeneity. → Zhou Jie 2026

Evidence¶

Zhou Jie 2026¶

Zhou Jie, Zhang Guowen, Song Peige, Liaw Sok Ying, Luk Tzu Tsun. (2026). Effects of High‐Fidelity Simulation Training on Learning Outcomes and Satisfaction for Practising Registered Nurses: A Systematic Review and Meta‐Analysis. Journal of Clinical Nursing. https://doi.org/10.1111/jocn.70206

q3 · i3 · quant-synthesis · r3

Random-effects meta-analysis of two RCTs and one quasi-experiment (102 nurses) on learning satisfaction, only one using an existing instrument. The review reports "a large pooled effect on learning satisfaction" with high heterogeneity; fixed-effect results were similar (SMD = 1.09).

"The random‐effects meta‐analysis showed a large pooled effect on learning satisfaction [SMD = 1.24, 95% CI, (0.35, 2.13), p < 0.01], with high heterogeneity (I2 = 67%, p = 0.05)"

Discussion¶

Related Claims¶

• High-fidelity simulation training improves knowledge acquisition among practising registered nurses (moderate pooled effect) — related
• High-fidelity simulation training improves professional skills among practising registered nurses (moderate pooled effect) — related
• The effect of high-fidelity simulation on practising nurses' self-confidence is inconclusive, varying by study design — related
• The HFS evidence base for practising nurses comprises eight small studies with risk-of-bias concerns — related
• Simulation Based Education Improves Outcomes — a broader claim this one bears on
• High-fidelity simulation improves ECT procedural skills substantially but does not reliably improve theoretical knowledge or confidence — related