No included comparative study assessed patient-based clinical outcomes, patient acceptability of care, or staff resource time¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across all 42 included studies, none measured patient-based clinical outcomes, patient acceptability, or staff resource time; all outcomes were assessments of nursing ability. → Prothero 2026

Evidence¶

Prothero 2026¶

Prothero, L., Abdulmohdi, N., Shaw, S., Edmonds, M., and Meads, C. (2026). The Effectiveness of Simulation‐Based Versus Patient‐Based Clinical Education in Nursing: A Systematic Review and Meta‐Analysis. Nursing Open 13, no. 9: e70689. https://doi.org/10.1002/nop2.70689

q2 · i? · quant-synthesis · r3

Outcome-assessment analysis across all included studies: every study used "one or more independent assessments of nursing ability, such as exams, OSCEs, knowledge tests, externally rated performance scores and clinical placement grades", and none assessed Kirkpatrick Level 4 type outcomes.

"No studies assessed patient‐based clinical outcomes, patient acceptability of nursing care given or staff resource time for teaching of the students."

Discussion¶

Related Claims¶

• Educational programmes are associated with significant improvements in nurses' diabetic foot care practice, measured in seven of the nine included studies — related
• Simulation-based education compared to patient-based clinical teaching alone shows a large pooled advantage in objectively assessed outcomes in undergraduate nursing students — related
• Increasing the proportion of simulation within a nursing course shows mixed effects on competency outcomes (Hayden et al. trial) — related
• Simulation-based education increases post-registration nurses' odds of satisfactory observed delirium-care practice at 6 weeks in a cluster RCT — related
• Educational programmes are consistently associated with statistically significant improvements in nurses' knowledge of diabetic foot care across nine quasi-experimental studies, with very low certainty of evidence — related
• Reviewed peer-tutoring simulation studies mostly reached only Kirkpatrick Level 2, with no assessment of behavior change or clinical-practice results — related
• Methodological quality of included studies was limited: RCTs often lacked randomisation description and blinding, and cohort/case-control studies did not account for confounding — related
• Simulation-based education combined with workflow redesign improved ICU nurses' delirium-assessment documentation rates on day and night shifts — related
• Simulation-based education plus clinical teaching compared to clinical teaching only shows a large pooled advantage (SMD 0.82) in undergraduate nursing students — related
• No included SDL studies measured Kirkpatrick Level 4 (patient/system) outcomes — related