<abstract xmlns="http://www.w3.org/1999/xhtml">

<sec><h3>Objective</h3>
<p>To summarize and produce aggregated evidence on the effect of simulation-based teaching on skill performance in the nursing profession. Simulation is an active learning strategy involving the use of various resources to assimilate the real situation. It enables learners to improve their skills and knowledge in a coordinated environment.</p>
</sec>
<sec><h3>Methods</h3>
<p>Systematic literature search of original research articles was carried out through Google Scholar, Medline, and Cochrane Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. Studies conducted on simulation-based teaching and skill performance among nursing students or clinical nursing staff from 2010 to 2019, and published in the English language, were included in this study. Methodological quality was assessed by Joanna Briggs Institute, and the risk of bias was also assessed by Cochrane risk of bias and the risk of bias assessment tool for non-randomized studies (ROBINS-I) checklists.</p>
</sec>
<sec><h3>Results</h3>
<p>Initially, 638 titles were obtained from 3 sources, and 24 original studies with 2209 study participants were taken for the final analysis. Of the total studies, 14 (58.3%) used single group prep post design, 7 (29.1%) used high fidelity simulator (HFS), and 7 (29.1%) used a virtual simulator (VS). Twenty (83.3%) studies reported improved skill performance following simulation-based teaching. Simulation-based teaching improves skill performance among types of groups (single or double), study regions, high fidelity (HF), low fidelity (LF), and standard patient (SP) users. But the effect over virtual and medium fidelity simulators was not statistically significant. Overall, simulation-based teaching improves the skill performance score among the experimental group (d = 1.01, 95% confidence interval [CI] [0.69–1.33], Z = 6.18, <italic>P</italic> &lt; 0.01, 93.9%). Significant heterogeneity and publication bias were observed during the pooled analysis.</p>
</sec>
<sec><h3>Conclusions</h3>
<p>Simulation did improve skill performance among the intervention groups, but the conclusion is uncertain due to the significant heterogeneity. The large extent of difference among original research has necessitated the development of well-defined assessment methods for skills and standardized simulation set-up for proper assessment of their effects.</p>
</sec>
</abstract>

Objective
To summarize and produce aggregated evidence on the effect of simulation-based teaching on skill performance in the nursing profession. Simulation is an active learning strategy involving the use of various resources to assimilate the real situation. It enables learners to improve their skills and knowledge in a coordinated environment.

Methods
Systematic literature search of original research articles was carried out through Google Scholar, Medline, and Cochrane Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. Studies conducted on simulation-based teaching and skill performance among nursing students or clinical nursing staff from 2010 to 2019, and published in the English language, were included in this study. Methodological quality was assessed by Joanna Briggs Institute, and the risk of bias was also assessed by Cochrane risk of bias and the risk of bias assessment tool for non-randomized studies (ROBINS-I) checklists.

Results
Initially, 638 titles were obtained from 3 sources, and 24 original studies with 2209 study participants were taken for the final analysis. Of the total studies, 14 (58.3%) used single group prep post design, 7 (29.1%) used high fidelity simulator (HFS), and 7 (29.1%) used a virtual simulator (VS). Twenty (83.3%) studies reported improved skill performance following simulation-based teaching. Simulation-based teaching improves skill performance among types of groups (single or double), study regions, high fidelity (HF), low fidelity (LF), and standard patient (SP) users. But the effect over virtual and medium fidelity simulators was not statistically significant. Overall, simulation-based teaching improves the skill performance score among the experimental group (d = 1.01, 95% confidence interval [CI] [0.69–1.33], Z = 6.18, P < 0.01, 93.9%). Significant heterogeneity and publication bias were observed during the pooled analysis.

Conclusions
Simulation did improve skill performance among the intervention groups, but the conclusion is uncertain due to the significant heterogeneity. The large extent of difference among original research has necessitated the development of well-defined assessment methods for skills and standardized simulation set-up for proper assessment of their effects.

Effect of simulation-based teaching on nursing skill performance: a systematic review and meta-analysis

Department of Nursing, College of Medicine and Health Science

Frontiers of Nursing

This work is licensed under the Creative Commons Attribution 4.0 International License.

Objective
To summarize and produce aggregated evidence on the effect of simulation-based teaching on skill performance in the nursing profession. Simulation is...

Effect of simulation-based teaching on nursing skill performance: a systematic review and meta-analysis

Article Category: Review

Published Online: Sep 21, 2021

Page range: 193 - 208

Received: Jun 14, 2020

Accepted: Jul 17, 2020

DOI: https://doi.org/10.2478/fon-2021-0021

Keywords
checklist, clinical skill, education, experimental, nursing review, nursing staffs, quasi-experimental, simulation training, student nursing

© 2021 Agezegn Asegid et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Effect of simulation-based teaching on nursing skill performance: a systematic review and meta-analysis

Article Category: Review

Published Online: Sep 21, 2021

Page range: 193 - 208

Received: Jun 14, 2020

Accepted: Jul 17, 2020

DOI: https://doi.org/10.2478/fon-2021-0021

Keywordschecklist, clinical skill, education, experimental, nursing review, nursing staffs, quasi-experimental, simulation training, student nursing

© 2021 Agezegn Asegid et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Keywords
checklist, clinical skill, education, experimental, nursing review, nursing staffs, quasi-experimental, simulation training, student nursing