The Effect of High-Fidelity Simulation on Experiences of Urinary Catheterization in Nursing Students: A Mixed-Method Systematic Review

Background: Simulation-teaching methods make it easier for students to learn urinary catheterization skills, which may present a number of issues. Methods: This mixed-methods systematic review was conducted to examine the effectiveness of High-Fidelity Simulation (HFS) methods on teaching urinary ca...

Full description

Saved in:
Bibliographic Details
Published in:International journal of caring sciences 2022-05, Vol.15 (2), p.1218-1232
Main Authors: Ozdemir, Nur Guven, Kaya, Hatice
Format: Article
Language:English
Subjects:
Clinical competence
Clinical trials
Content analysis
Intubation
Knowledge
Mixed methods research
Nurses
Nursing education
Nursing skills
Qualitative research
Quasi-experimental methods
Simulation
Students
Systematic review
Teachers
Teaching methods
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Background: Simulation-teaching methods make it easier for students to learn urinary catheterization skills, which may present a number of issues. Methods: This mixed-methods systematic review was conducted to examine the effectiveness of High-Fidelity Simulation (HFS) methods on teaching urinary catheterization skills to nursing students. Results: This study revealed nursing students' experiences of using HFS methods. Four studies were included, which had been conducted as quantitative studies (n=2), and mixed-methods studies (n=2). HFS methods using a reactive and realistic environment are useful in developing students' urinary catheterization skills, including their practical abilities and competence, as well as improving their self-confidence and ability to communicate. Conclusion: The effect of HFS on students' experiences of urinary catheterization was highly positive. In this regard, it is recommended that HFS methods be used to gain and maintain these skills. Further research could be carried out with larger sample groups.
ISSN:1791-5201
1792-037X