Abstract：
OBJECTIVE: To conduct an umbrella review of the effectiveness of using high-fidelity simulation in nursing student teaching, thereby supporting continuous improvement in teaching practitioners\' implementation of high-fidelity simulation intervention strategies.
BACKGROUND: Several systematic reviews have investigated the effectiveness of high-fidelity simulation in nursing student teaching in recent years. However, conclusions vary and a systematic assessment is lacking.
METHODS: This review encompasses an umbrella review.
METHODS: A search of PubMed, Embase, Cochrane Library, Web of Science and OVID databases was conducted to retrieve data on an umbrella review of high-fidelity simulation effectiveness in nursing student teaching from database inception to November 2023. The quality of the included systematic reviews was independently assessed by two reviewers using the AMSTAR 2 and PRISMA scales. Outcome indicators from the included systematic reviews were graded using the GRADE system.
RESULTS: Twelve systematic reviews focusing on high-fidelity simulation effectiveness in nursing student teaching were included. Notably, all 12 systematic reviews exhibited very-low methodological quality, with 9 exhibiting some degree of reporting deficiencies, 2 exhibiting severe information deficiencies and 1 reporting relatively complete information. A total of 22 outcome indicators and 53 pieces of evidence were included. The results revealed 15 pieces of low-quality evidence and 38 pieces of very-low-quality evidence. Mounting evidence suggests that high-fidelity simulation teaching effectively enhances nursing students\' theoretical performance, practical skills and various clinical comprehensive abilities, highlighting a positive teaching effect. However, further validation through high-quality, large-sample studies is warranted.
CONCLUSIONS: The overall evidence quality of the current systematic reviews evaluating high-fidelity simulation effectiveness in nursing student teaching is low. Additionally, the methodological quality and the degree of reporting standardization require further improvement. Therefore, high-quality, large-sample randomized controlled trials are essential for further substantiating high-fidelity simulation effectiveness in nursing student teaching.
BACKGROUND: Several systematic reviews have investigated the effectiveness of high-fidelity simulation in nursing student teaching in recent years. However, conclusions vary and a systematic assessment is lacking.
METHODS: This review encompasses an umbrella review.
METHODS: A search of PubMed, Embase, Cochrane Library, Web of Science and OVID databases was conducted to retrieve data on an umbrella review of high-fidelity simulation effectiveness in nursing student teaching from database inception to November 2023. The quality of the included systematic reviews was independently assessed by two reviewers using the AMSTAR 2 and PRISMA scales. Outcome indicators from the included systematic reviews were graded using the GRADE system.
RESULTS: Twelve systematic reviews focusing on high-fidelity simulation effectiveness in nursing student teaching were included. Notably, all 12 systematic reviews exhibited very-low methodological quality, with 9 exhibiting some degree of reporting deficiencies, 2 exhibiting severe information deficiencies and 1 reporting relatively complete information. A total of 22 outcome indicators and 53 pieces of evidence were included. The results revealed 15 pieces of low-quality evidence and 38 pieces of very-low-quality evidence. Mounting evidence suggests that high-fidelity simulation teaching effectively enhances nursing students\' theoretical performance, practical skills and various clinical comprehensive abilities, highlighting a positive teaching effect. However, further validation through high-quality, large-sample studies is warranted.
CONCLUSIONS: The overall evidence quality of the current systematic reviews evaluating high-fidelity simulation effectiveness in nursing student teaching is low. Additionally, the methodological quality and the degree of reporting standardization require further improvement. Therefore, high-quality, large-sample randomized controlled trials are essential for further substantiating high-fidelity simulation effectiveness in nursing student teaching.
摘要：
目的：对在护生教学中使用高保真模拟的有效性进行综述，从而支持教学从业人员实施高保真模拟干预策略的持续改进。
背景：近年来，一些系统综述已经研究了高保真模拟在护生教学中的有效性。然而,结论各不相同，缺乏系统的评估。
方法：本综述包括一个总括性综述。
方法：搜索PubMed，Embase,科克伦图书馆,进行了WebofScience和OVID数据库，以检索从数据库开始到2023年11月的护理学生教学中高保真模拟有效性的总括审查数据。纳入的系统评价的质量由两名评审员使用AMSTAR2和PRISMA量表独立评估。所包括的系统评价的结果指标使用GRADE系统进行分级。
结果：纳入了12篇系统综述，重点关注护理学生教学中高保真模拟的有效性。值得注意的是,所有12项系统评价都表现出很低的方法论质量，有9人表现出一定程度的报告缺陷，2个表现出严重的信息缺陷，1个报告相对完整的信息。共纳入22项结果指标和53份证据。结果发现15份低质量证据和38份极低质量证据。越来越多的证据表明，高保真模拟教学有效地提高了护生的理论表现，实践技能和各种临床综合能力，突出积极的教学效果。然而,通过高质量的进一步验证，大样本研究是必要的。
结论：目前评估高保真模拟在护生教学中的有效性的系统评价的总体证据质量较低。此外,方法质量和报告标准化程度需要进一步提高。因此,高品质，大样本随机对照试验对于进一步证实高保真模拟在护生教学中的有效性至关重要.
背景：近年来，一些系统综述已经研究了高保真模拟在护生教学中的有效性。然而,结论各不相同，缺乏系统的评估。
方法：本综述包括一个总括性综述。
方法：搜索PubMed，Embase,科克伦图书馆,进行了WebofScience和OVID数据库，以检索从数据库开始到2023年11月的护理学生教学中高保真模拟有效性的总括审查数据。纳入的系统评价的质量由两名评审员使用AMSTAR2和PRISMA量表独立评估。所包括的系统评价的结果指标使用GRADE系统进行分级。
结果：纳入了12篇系统综述，重点关注护理学生教学中高保真模拟的有效性。值得注意的是,所有12项系统评价都表现出很低的方法论质量，有9人表现出一定程度的报告缺陷，2个表现出严重的信息缺陷，1个报告相对完整的信息。共纳入22项结果指标和53份证据。结果发现15份低质量证据和38份极低质量证据。越来越多的证据表明，高保真模拟教学有效地提高了护生的理论表现，实践技能和各种临床综合能力，突出积极的教学效果。然而,通过高质量的进一步验证，大样本研究是必要的。
结论：目前评估高保真模拟在护生教学中的有效性的系统评价的总体证据质量较低。此外,方法质量和报告标准化程度需要进一步提高。因此,高品质，大样本随机对照试验对于进一步证实高保真模拟在护生教学中的有效性至关重要.
