Nurse Educ Today. 2021 Dec;107:105127. doi: 10.1016/j.nedt.2021.105127. Epub 2021 Sep 01.
Effects of simulation technology-based learning on nursing students' learning outcomes: A systematic review and meta-analysis of experimental studies.
Nurse education today
Mulyadi Mulyadi, Santo Imanuel Tonapa, Sefti Selfijani Jehermia Rompas, Ruey-Hsia Wang, Bih-O Lee
Affiliations
Affiliations
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; School of Nursing, Faculty of Medicine, Sam Ratulangi University, Manado, Indonesia. Electronic address: [email protected].
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; School of Nursing, Faculty of Medicine, Sam Ratulangi University, Manado, Indonesia. Electronic address: [email protected].
- School of Nursing, Faculty of Medicine, Sam Ratulangi University, Manado, Indonesia. Electronic address: [email protected].
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan. Electronic address: [email protected].
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; Faculty of Nursing, Universitas Airlangga, Surabaya, Indonesia. Electronic address: [email protected].
PMID: 34482208
DOI: 10.1016/j.nedt.2021.105127
Abstract
BACKGROUND: Gaps between theory and clinical practice represent challenges for nursing students during their learning processes. Providing simulation technology-based learning for nursing students is essential for modern nurse education, but evidence of efficacy remains scarce.
OBJECTIVES: To determine the effects of simulation technology-based learning for nursing students.
DESIGN: A systematic review and meta-analysis.
METHODS: This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. Five databases (CINAHL, Embase, MEDLINE, PubMed, and Web of Science) were electronically searched through May 30, 2021. Eligibility criteria included nursing students, simulated technology-based learning as the primary intervention, and randomised controlled trials or quasi-experimental studies published in English. The methodological quality of included studies was evaluated by the Cochrane risk-of-bias tool. Comprehensive Meta-Analysis Version 3.0 was used to conduct a meta-analysis using the random-effects model. Begg's and Egger's tests were performed to assess publication bias, and sensitivity analysis performed using a remove one study method.
RESULTS: A total of 17 studies were included in this study. Simulated technology-based learning significantly increased nursing student knowledge acquisition (standard mean difference [SMD]: 0.72, 95% confidence interval [CI]: 0.25-1.18, p < 0.001), enhanced student's confidence (SMD: 0.50, 95% CI: 0.02-0.99, p = 0.043), and increased student's satisfaction in learning (SMD: 0.81, 95% CI: 0.61-1.00, p < 0.001). Subgroup analyses showed that receiving simulation by manikins simulator had a greater effect on knowledge acquisition (SMD: 1.01, 95% CI: 0.27-1.74, p = 0.007).
CONCLUSIONS: Simulation technology use may meet the expectations of undergraduate nursing students and prepare them for clinical practice, representing an opportunity to fill gaps between theory and clinical practice while simultaneously developing new teaching scenarios.
Copyright © 2021 Elsevier Ltd. All rights reserved.
Keywords: Learning outcomes; Meta-analysis; Nursing; Simulation technology; Students
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