However, as to debriefing, a few selected studies do not indicate the method of debriefing they had used, making it difficult to categorize and discuss the effects of each debriefing method. http://dx.doi.org/10.1111/acem.12076. The software Comprehensive Meta-Analysis version 2 (Biostat, Englewood, New Jersey) was used to conduct the data analysis. Effect size estimates were adjusted for sample size (Cohen’s d), and 95 % confidence intervals were calculated to assess the statistical significance of average effect sizes. Compared with our previous article “Effectiveness of patient simulation in nursing education: meta-analysis” [14], the current study included an additional electronic search of Korean databases such as RISS and the National Assembly Library of Korea database. Kim JH, Park I, Shin S. Systematic review of Korean studies on simulation within nursing education. Manage cookies/Do not sell my data we use in the preference centre. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. By continuing you agree to the use of cookies. Using simulations for education, training and research. The second and third phases will test the Serious Game as an educational intervention and will be reported in subsequent papers. Adv Health Sci Educ Theory Pract. Since the effect is not proportional to fidelity level, it is important to use a variety of educational interventions to meet all of the educational goals. JK performed the statistical analysis and wrote the first draft. Sujin Shin. Med Teach. Satisfaction levels are high among students participating in simulation learning that utilizes human simulators or SP [18]. With rising trends towards out-patient care, nurses will need to perform complex problem-solving within a dynamic and changing environment for which there is not one clear solution (Schofield et al., 2010, Wolff et al., 2009). Introduction to meta-analysis. This tool contains 11 questions in three sections: (1) Are the results of the trial valid? Differences between coders were resolved by discussion until a consensus was achieved. That review found that HFSs were used in 50 % of studies, and 25 % used SPs, which is similar to the findings of the study by Kim, Park, and Shin [15]. Using a search strategy including the search terms “nursing,” “simulation,” “human patient,” and “simulator,” we identified 2279 potentially relevant articles. You are currently offline. Cookies policy. A three-phased project is underway that aims to create and test a Serious Game to improve nurses' clinical reasoning and detection skills in home-care and community settings. Copyright © 2012 Elsevier Ltd. All rights reserved. A total of 2279 potential studies were identified. I chose simulation games to assess for learning characteristics. Fixed effects models assume that the primary studies have a common effect size. All authors read and approved the final manuscript. Any disagreement that arose between the reviewers was resolved through discussion and consensus with a third reviewer. statement and 2006;54:359–69. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. Article  Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, et al. 2001;23:16–23. By using this website, you agree to our Ann Intern Med. The aims of this study were to determine the effect size of a simulation’s impact on nursing education and compare effect sizes according to the fidelity level of the simulators used. Forty studies met the inclusion criterion of nine or more out of 11 questions answered with “yes” and were consequently considered to be applicable to this review study. Privacy In addition, the effect of simulation-based nursing education was not proportional to fidelity level. MFS (1.76), SP (1.27), and HFS (1.03) showed large effect sizes in the psychomotor domain (Table 4). Seropian MA, Brown K, Gavilanes JS, Driggers B. Simulation: not just a manikin. Simulation can be described as a continuum ranging from low-fidelity simulation (LFS) to high-fidelity simulation (HFS) [2]. industryoftenattributethe!edutainment!industrydownfall!toeither!lack!of!market! For cognitive outcome, which is a sub-domain of learning, the effect size was the highest for HFS (0.50), followed by LFS (0.47), SP (0.32), and MFS (0.06). Examples: SextoSentido by Puntos de Encuentro in Nicaragua and Soul City in South Africa are among the most popular TV series in their countries and have prompted significant change in knowledge and … For abstracts that did not provide sufficient information to determine eligibility, full-length articles were retrieved. edutainment interface and finishes in Case 2 in non-edutainment interface, and the opposite is true. Based on these findings, the clinical reflection process needs to be improved to increase the learning effects in the cognitive domain. 2). Due to rapid changes in clinical placements, patient safety issues, and ethical concerns, students’ direct experience with patient care and opportunities to handle problem-based clinical situations have been diminished. http://dx.doi.org/10.1080/01421590500046924. California Privacy Statement, The effect of problem-based learning in nursing education: a meta-analysis. In: Dieckmann P, editor. The possibility of a publication bias was minimal because the funnel plot appeared symmetrical. The overall effect size for the random effects model was 0.70, with 95 % confidence intervals of 0.58–0.83 (Table 3) (Fig. http://dx.doi.org/10.1016/j.nedt.2014.09.009. Considering that problem-based learning (PBL) lessons were found to enhance student attitudes more than traditional lectures [19], student participation and actual activity appear to have positive effects on satisfaction and learning attitudes. Studies published between January 1995 and July 2013 were identified by conducting an electronic search of the following databases: EBSCO, Medline, ScienceDirect, ERIC, RISS, and the National Assembly Library of Korea database. As SP is a person trained as an individual in a scripted scenario for the purposes of instruction, practice, or evaluation [12], the use of SP was considered because of the different types of fidelity responses, such as body expressions and verbal feedback, which cannot be perceived in other simulation models. Simulation and new learning technologies. The notion that education and learning can be linked with lucid, playful and pleasurable experiences is not new. The results of the sub-group analysis for reaction outcome according to fidelity level are shown in Table 4. ScienceDirect ® is a registered trademark of Elsevier B.V. ScienceDirect ® is a registered trademark of Elsevier B.V. 5!!!!! 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This work investigates the role of edutainment using avatars as tool to represent the entertainment attributes in an e-learning framework. Learning outcomes were categorized into three domains: cognitive, psychomotor, and affective. Simulation in nursing education: from conceptualization to evaluation. Twenty five of the 40 studies (62.5 %) used random assignment, whereas the remaining 15 (37.5 %) were nonrandomized. New York: National League for Nursing; 2007. p. 1–9. Clin Simul Nurs. Recent studies suggest that the degree of realism required of a simulation is a function of the learning task and context, and can therefore vary widely for different areas of educational outcomes [17]. Evaluated the effectiveness of simulation method [ 4 ] full-length articles were retrieved the intervention effects performed... Used random assignment, whereas the remaining 15 ( 37.5 % ) utilized standardized patients in undergraduate psychiatric nursing.! 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