The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis

The aim of this study was to evaluate the effect of simulation-based learning using standardized patients (SPs) on cognitive, affective, and psychomotor domain outcomes of learning in nursing students. MEDLINE via PubMed, Cochrane Library CENTRAL, EMBASE, CINAHL, and several Korean electronic databa...

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Bibliographic Details
Published in:Nurse education today 2015-05, Vol.35 (5), p.e6-e15
Main Authors: Oh, Pok-Ja, Jeon, Kyeong Deok, Koh, Myung Suk
Format: Article
Language:English
Subjects:
Clinical Competence
College students
Data Analysis
Education, Nursing, Baccalaureate - methods
Humans
Learning
Meta-analysis
Nursing
Nursing education
Nursing Students
Patient Simulation
Problem-Based Learning - methods
Psychomotor Objectives
Self Efficacy
Simulation
Students
Students, Nursing
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Summary:The aim of this study was to evaluate the effect of simulation-based learning using standardized patients (SPs) on cognitive, affective, and psychomotor domain outcomes of learning in nursing students. MEDLINE via PubMed, Cochrane Library CENTRAL, EMBASE, CINAHL, and several Korean electronic databases (to June 2014) were searched. The RevMan 5.3 program of the Cochrane library was used for data analysis. A meta-analysis was conducted of 18 controlled trials (4 randomized and 14 non-randomized designs), with a total of 1326 nursing students. Overall, simulation-based learning using SPs appeared to have beneficial effects on the cognitive, affective, and psychomotor domains of learning. In subgroup analysis, use of SPs showed significant effects on knowledge acquisition (d=0.38, p=.05, I2=42%), communication skill (d=1.86, p
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2015.01.019