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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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| Published in: | Nurse education today 2015-05, Vol.35 (5), p.e6-e15 |
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| container_end_page | e15 |
| container_issue | 5 |
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| container_title | Nurse education today |
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| creator | Oh, Pok-Ja Jeon, Kyeong Deok Koh, Myung Suk |
| description | 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 |
| doi_str_mv | 10.1016/j.nedt.2015.01.019 |
| format | article |
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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<.001, I2=15%), self-efficacy (d=0.61, p<.001, I2=6%), learning motivation (d=0.77, p<.001, I2=0%) and clinical competence (d=0.72, p<.001, I2=0%). Treatment effects on critical thinking (p=.75) and learning satisfaction (p=.43) were not significant.
The findings of the current study suggest that simulation-based learning using SPs might have a positive impact on self efficacy and learning motivation that affects knowledge and clinical skill acquisition. Therefore, these findings demonstrate that, if integrated appropriately, an SP educational approach can be used in academic settings as an active learning methodology.</description><identifier>ISSN: 0260-6917</identifier><identifier>EISSN: 1532-2793</identifier><identifier>DOI: 10.1016/j.nedt.2015.01.019</identifier><identifier>PMID: 25680831</identifier><language>eng</language><publisher>Scotland: Elsevier Ltd</publisher><subject>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</subject><ispartof>Nurse education today, 2015-05, Vol.35 (5), p.e6-e15</ispartof><rights>2015 Elsevier Ltd</rights><rights>Copyright © 2015 Elsevier Ltd. All rights reserved.</rights><rights>Copyright Elsevier Science Ltd. May 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c398t-63d09b6299e852089cabfd8bee0a2d00e6bb80b5007a6d51b687803250198bf73</citedby><cites>FETCH-LOGICAL-c398t-63d09b6299e852089cabfd8bee0a2d00e6bb80b5007a6d51b687803250198bf73</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27905,27906,30980</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25680831$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Oh, Pok-Ja</creatorcontrib><creatorcontrib>Jeon, Kyeong Deok</creatorcontrib><creatorcontrib>Koh, Myung Suk</creatorcontrib><title>The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis</title><title>Nurse education today</title><addtitle>Nurse Educ Today</addtitle><description>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<.001, I2=15%), self-efficacy (d=0.61, p<.001, I2=6%), learning motivation (d=0.77, p<.001, I2=0%) and clinical competence (d=0.72, p<.001, I2=0%). Treatment effects on critical thinking (p=.75) and learning satisfaction (p=.43) were not significant.
The findings of the current study suggest that simulation-based learning using SPs might have a positive impact on self efficacy and learning motivation that affects knowledge and clinical skill acquisition. Therefore, these findings demonstrate that, if integrated appropriately, an SP educational approach can be used in academic settings as an active learning methodology.</description><subject>Clinical Competence</subject><subject>College students</subject><subject>Data Analysis</subject><subject>Education, Nursing, Baccalaureate - methods</subject><subject>Humans</subject><subject>Learning</subject><subject>Meta-analysis</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Nursing Students</subject><subject>Patient Simulation</subject><subject>Problem-Based Learning - methods</subject><subject>Psychomotor Objectives</subject><subject>Self Efficacy</subject><subject>Simulation</subject><subject>Students</subject><subject>Students, Nursing</subject><issn>0260-6917</issn><issn>1532-2793</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNqFkU9r3DAQxUVJabZpv0AOwZBLL96OpFiWQi4h9B8EeknPQrLGrRZb3kp2If30HbObHHpoYZBA-r0H8x5j5xy2HLh6v9smDPNWAG-2wGnMC7bhjRS1aI08YRsQCmpleHvKXpeyAwDdCvmKnYpGadCSb1h8-IEV9j12c6mmvipxXAY3xynV3hUM1YAup5i-V0tZzzK7FFwO8Tf97QnERMKYqrTkI7CE9e26uq1GnF3tkhseSyxv2MveDQXfHu8z9u3jh4e7z_X9109f7m7v604aPddKBjBeCWNQNwK06Zzvg_aI4EQAQOW9Bt8AtE6FhnulWw1SNLS-9n0rz9i7g-8-Tz8XLLMdY-lwGFzCaSmWtxTL1ZXQ4v8oZScoKLWil3-hu2nJtNpKtUYbcpREiQPV5amUjL3d5zi6_Gg52LUzu7NrZ3btzAKnMSS6OFovfsTwLHkqiYCbA4AU26-I2ZaOcu8wxEy92TDFf_n_AbHCp5E</recordid><startdate>201505</startdate><enddate>201505</enddate><creator>Oh, Pok-Ja</creator><creator>Jeon, Kyeong Deok</creator><creator>Koh, Myung Suk</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>201505</creationdate><title>The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis</title><author>Oh, Pok-Ja ; Jeon, Kyeong Deok ; Koh, Myung Suk</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c398t-63d09b6299e852089cabfd8bee0a2d00e6bb80b5007a6d51b687803250198bf73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Clinical Competence</topic><topic>College students</topic><topic>Data Analysis</topic><topic>Education, Nursing, Baccalaureate - methods</topic><topic>Humans</topic><topic>Learning</topic><topic>Meta-analysis</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Nursing Students</topic><topic>Patient Simulation</topic><topic>Problem-Based Learning - methods</topic><topic>Psychomotor Objectives</topic><topic>Self Efficacy</topic><topic>Simulation</topic><topic>Students</topic><topic>Students, Nursing</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Oh, Pok-Ja</creatorcontrib><creatorcontrib>Jeon, Kyeong Deok</creatorcontrib><creatorcontrib>Koh, Myung Suk</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Nurse education today</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Oh, Pok-Ja</au><au>Jeon, Kyeong Deok</au><au>Koh, Myung Suk</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis</atitle><jtitle>Nurse education today</jtitle><addtitle>Nurse Educ Today</addtitle><date>2015-05</date><risdate>2015</risdate><volume>35</volume><issue>5</issue><spage>e6</spage><epage>e15</epage><pages>e6-e15</pages><issn>0260-6917</issn><eissn>1532-2793</eissn><abstract>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<.001, I2=15%), self-efficacy (d=0.61, p<.001, I2=6%), learning motivation (d=0.77, p<.001, I2=0%) and clinical competence (d=0.72, p<.001, I2=0%). Treatment effects on critical thinking (p=.75) and learning satisfaction (p=.43) were not significant.
The findings of the current study suggest that simulation-based learning using SPs might have a positive impact on self efficacy and learning motivation that affects knowledge and clinical skill acquisition. Therefore, these findings demonstrate that, if integrated appropriately, an SP educational approach can be used in academic settings as an active learning methodology.</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>25680831</pmid><doi>10.1016/j.nedt.2015.01.019</doi></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); ScienceDirect Freedom Collection 2022-2024 |
| 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 |
| title | The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis |
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