High-Fidelity Simulation in Undergraduate Nursing Education: A Review of Simulation Reviews
The purpose of this focused review was to provide an overview of existing high-fidelity simulation reviews in undergraduate nursing education. Over the last 10 years, there has been a substantial increase in the use of high-fidelity simulation in undergraduate nursing education. Six reviewers conducted a systematic literature search on existing reviews of high-fidelity simulation and undergraduate nursing education from January 1, 2009, through June 30, 2015. Using a comprehensive search of literature databases and hand searches, a total of 34 reviews were initially selected for full review with seven reviews included in the final analysis after rereview of the inclusion/exclusion criteria. Findings from simulation research and reviews revealed significant differences in design and assessment methods leading to a wide variety of measurement outcomes and a variety of limitations. Of the seven reviews, five were integrative reviews and two were reviews of the literature. No meta-analysis or systematic reviews met the inclusion criteria. The review suggests a need for methodologically sound research that translates simulation outcomes to future performance and practice. Findings from the review support the multitude of challenges in simulation research including a lack of funding, a lack of simulation training for faculty and staff, and a lack of support for faculty conducting simulation research. Limitations of prior studies include weak designs, mixed samples, and a lack of valid and reliable evaluation tools. © 2016 International Nursing Association for Clinical Simulation and Learning.
High-fidelity simulation; Integrative review; Meta-analysis; Simulation; Systematic review; Undergraduate nursing students
Horsley, T. L.,
Cross, C. L.
High-Fidelity Simulation in Undergraduate Nursing Education: A Review of Simulation Reviews.
Clinical Simulation in Nursing, 12(7),