Simulation-based learning consistently improves nursing students' knowledge and skills acquisition across diverse designs and simulation topics¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across 33 studies of heterogeneous design, SBL showed a steady and credible agreement of enhancing both knowledge and skills of nursing students. → Alharbi 2024

Evidence¶

Alharbi 2024¶

Alharbi, A., Nurfianti, A., Mullen, R. F., McClure, J. D., & Miller, W. H. (2024). The effectiveness of simulation-based learning (SBL) on students’ knowledge and skills in nursing programs: a systematic review. BMC Medical Education, 24. https://doi.org/10.1186/s12909-024-06080-z

q3 · i? · review · r2

Systematic review narrative synthesis of 33 studies (15 RCTs, 18 quasi-experimental; 3,670 participants) on CPR/life-support, critical care and decision-making skills. The review reports "a steady and credible agreement" that SBL enhances knowledge and skills, with effects observed in both randomised and non-randomised designs.

"Despite the diversity in simulation environments, methodologies, and outcomes which encompassed a notable level of heterogeneity among the studies included, there was a steady and credible agreement suggesting that SBL is a potent method for enhancing both knowledge and skills of nursing students."

Discussion¶

Related Claims¶

• Post-intervention knowledge and skill scores rise 20–50% over pre-intervention scores in reviewed SBL studies — a narrower finding that bears on this claim
• Evidence on SBL retention of knowledge and skills is mixed and limited to two-to-five-month follow-ups — related
• IVR simulation significantly improves nursing students' knowledge acquisition with a small-to-medium effect — a narrower finding that bears on this claim
• SBL is associated with wider clinical performance benefits including self-confidence, self-efficacy, clinical reasoning and teamwork — related
• Simulation-based learning improves theoretical knowledge scores in endocrinology education compared with non-simulation-based learning — a narrower finding that bears on this claim
• The review reports that high-fidelity simulation outperformed case-based discussion for clinical reasoning and leadership in paediatric emergencies — related
• Subgroup factors (study quality, participant status, region, simulation technique) did not explain the heterogeneity in SBL effects — related