Integrate simulation as a curriculum-embedded component with trained instructors and technological infrastructure¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 quant-synthesis), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The review recommends that simulation be treated "not as a standalone intervention but as a longitudinal, embedded component of clinical education". Curriculum designers should integrate simulation as a complementary tool rather than a substitute for clinical training, educators should be trained in debriefing and feedback techniques, and policymakers should invest in the necessary technological infrastructure and resources.

Design Implications¶

Context¶

Requirements¶

• Instructors trained in debriefing techniques and effective feedback delivery
• Technological infrastructure and resources to support simulation-based learning

Constraints¶

• Simulation should complement, not substitute for, clinical training

Target Learners¶

• Undergraduate nursing students

Target Learning Goals¶

• Transfer of theoretical knowledge to clinical practice
• Clinical competence and readiness

Claims¶

• Reported barriers to simulation effectiveness include insufficient debriefing, lack of repeated exposure, and inadequate faculty development [+W]
• Self-confidence gains from single-session simulation are often temporary, suggesting a dose–response effect [+W]

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Examples¶

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Key Sources¶

• Daneshfar Majid; Moonaghi Hossein Karimi. (2025). The impact of clinical simulation on bridging the theory–practice gap in nursing education: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-025-07790-8