PDF(Pubmed)
Abstract：
UNASSIGNED: Simulation-based learning (SBL) emerged as an imperative pedagogical approach adaptable to situations involving widely varying clinical content without exposing patients to the risks inherent in trainee learning. The purpose of the present review was to assess the outcome of SBL on the domains of learning i.e cognitive, affective, and psychomotor.
UNASSIGNED: We searched PubMed, Embase, Cochrane library, Clinical Trial database, and other sources to evaluate the effectiveness of SBL versus traditional teaching methods among nursing students till March 2021. Two authors individually extracted the data and identified the risk of bias and analyzed the data.
UNASSIGNED: The selected studies with a total of 364 nursing students were included for analysis. Overall, it was found that learning via simulation has beneficial effects. In combined subgroup analysis, use of simulation showed significant effects on students\' understanding (SMD = 1.31, 95% CI [0.80, 1.82], P < 0.00001), Self-confidence (SMD = 1.93, 95% CI [1.01,2.84], P < 0.0001), (SMD = 1.83, 95% CI [0.91,2.74], P < 0.0001), Learning satisfaction [E:17.94, C-17.60] and Skill (SMD = 1.62, 95% CI [0.62,2.62], P = 0.002) and psychological care (SMD = 1.60, 95%CI [0.61,2.58], P = 0.001). Heterogeneity ranging from I2 = 54%-86% was found during the analysis.
UNASSIGNED: The findings of the present study considered simulation as an effective teaching method to enhance cognitive, affective, and psychomotor skills.
UNASSIGNED: We searched PubMed, Embase, Cochrane library, Clinical Trial database, and other sources to evaluate the effectiveness of SBL versus traditional teaching methods among nursing students till March 2021. Two authors individually extracted the data and identified the risk of bias and analyzed the data.
UNASSIGNED: The selected studies with a total of 364 nursing students were included for analysis. Overall, it was found that learning via simulation has beneficial effects. In combined subgroup analysis, use of simulation showed significant effects on students\' understanding (SMD = 1.31, 95% CI [0.80, 1.82], P < 0.00001), Self-confidence (SMD = 1.93, 95% CI [1.01,2.84], P < 0.0001), (SMD = 1.83, 95% CI [0.91,2.74], P < 0.0001), Learning satisfaction [E:17.94, C-17.60] and Skill (SMD = 1.62, 95% CI [0.62,2.62], P = 0.002) and psychological care (SMD = 1.60, 95%CI [0.61,2.58], P = 0.001). Heterogeneity ranging from I2 = 54%-86% was found during the analysis.
UNASSIGNED: The findings of the present study considered simulation as an effective teaching method to enhance cognitive, affective, and psychomotor skills.
摘要：
■基于模拟的学习（SBL）是一种强制性教学方法，适用于涉及广泛变化的临床内容的情况，而不会使患者暴露于受训者学习固有的风险。本综述的目的是评估SBL在学习领域的结果，即认知，情感,和精神运动。
■我们搜索了PubMed，Embase,科克伦图书馆,临床试验数据库,和其他来源，以评估SBL与传统教学方法在护理学生中的有效性，直到2021年3月。两位作者分别提取了数据，确定了偏差风险并对数据进行了分析。
■纳入总共364名护生的选定研究进行分析。总的来说,发现通过模拟学习具有有益的效果。在组合亚组分析中，模拟的使用对学生的理解有显著影响(SMD=1.31，95%CI[0.80，1.82]，P<0.00001),自信（SMD=1.93，95%CI[1.01,2.84]，P<0.0001),（SMD=1.83，95%CI[0.91，2.74]，P<0.0001),学习满意度[E：17.94，C-17.60]和技能(SMD=1.62，95%CI[0.62，2.62]，P=0.002）和心理护理（SMD=1.60，95CI[0.61,2.58]，P=0.001)。在分析过程中发现了I2=54%-86%的异质性。
■本研究的发现认为模拟是一种有效的教学方法，可以增强认知能力，情感,和精神运动技能。
■我们搜索了PubMed，Embase,科克伦图书馆,临床试验数据库,和其他来源，以评估SBL与传统教学方法在护理学生中的有效性，直到2021年3月。两位作者分别提取了数据，确定了偏差风险并对数据进行了分析。
■纳入总共364名护生的选定研究进行分析。总的来说,发现通过模拟学习具有有益的效果。在组合亚组分析中，模拟的使用对学生的理解有显著影响(SMD=1.31，95%CI[0.80，1.82]，P<0.00001),自信（SMD=1.93，95%CI[1.01,2.84]，P<0.0001),（SMD=1.83，95%CI[0.91，2.74]，P<0.0001),学习满意度[E：17.94，C-17.60]和技能(SMD=1.62，95%CI[0.62，2.62]，P=0.002）和心理护理（SMD=1.60，95CI[0.61,2.58]，P=0.001)。在分析过程中发现了I2=54%-86%的异质性。
■本研究的发现认为模拟是一种有效的教学方法，可以增强认知能力，情感,和精神运动技能。
