Effectiveness of simulation‐based peripheral intravenous catheterization training for nursing students and hospital nurses: A systematic review and meta‐analysis

2021 ◽  
Author(s):  
Sümeyye Arslan ◽  
Nevin Kuzu Kurban ◽  
Şenay Takmak ◽  
Arife Şanlialp Zeyrek ◽  
Sinem Öztik ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Meta Analysis ◽  
Hospital Nurses ◽  
Simulation Based ◽  
Intravenous Catheterization

The Impact of Design Elements on Undergraduate Nursing Students’ Educational Outcomes in Simulation Education: Protocol for a Systematic Review

2021 ◽  
Author(s):  
Matthew Jackson ◽  
Lauren McTier ◽  
Laura A Brooks ◽  
Rochelle Wynne
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Nursing Students ◽  
Design Elements ◽  
Undergraduate Nursing ◽  
Search Terms ◽  
Simulation Based ◽  
The Impact

Abstract Background: Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses’ learning outcomes. Methods: Databases to be searched from 1st of January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including ‘nursing students’, ‘simulation training, ‘patient simulation’, and ‘immersive simulation’ with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students’ educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for quality assessment of core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills, or attitude. Discussion: SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability, and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education.Systematic Review Registration: PROSPERO CRD42021244530

scholarly journals The prevalence of low back pain among Iranian hospital nurses: A systematic review and meta-analysis

2019 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
AliAkbar Vaisi Raiegani ◽  
Masoud Mohammadi ◽  
Rostam Jalali ◽  
Akram Ghobadi ◽  
Nader Salari
Keyword(s):  
Systematic Review ◽  
Low Back Pain ◽  
Back Pain ◽  
Meta Analysis ◽  
Hospital Nurses ◽  
Low Back

Self-regulated learning in simulation-based training: a systematic review and meta-analysis

2015 ◽  
Vol 49 (4) ◽  
pp. 368-378 ◽  
Author(s):  
Ryan Brydges ◽  
Julian Manzone ◽  
David Shanks ◽  
Rose Hatala ◽  
Stanley J Hamstra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Self Regulated Learning ◽  
Simulation Based ◽  
Regulated Learning

scholarly journals Use of Simulation-Based Education to Improve Outcomes of Central Venous Catheterization: A Systematic Review and Meta-Analysis

2011 ◽  
Vol 86 (9) ◽  
pp. 1137-1147 ◽  
Author(s):  
Irene W. Y. Ma ◽  
Mary E. Brindle ◽  
Paul E. Ronksley ◽  
Diane L. Lorenzetti ◽  
Reg S. Sauve ◽  
...  
Keyword(s):  
Systematic Review ◽  
Central Venous Catheterization ◽  
Meta Analysis ◽  
Central Venous ◽  
Venous Catheterization ◽  
Simulation Based

scholarly journals Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis

2012 ◽  
Vol 35 (1) ◽  
pp. e867-e898 ◽  
Author(s):  
David A. Cook ◽  
Stanley J. Hamstra ◽  
Ryan Brydges ◽  
Benjamin Zendejas ◽  
Jason H. Szostek ◽  
...  
Keyword(s):  
Systematic Review ◽  
Instructional Design ◽  
Comparative Effectiveness ◽  
Meta Analysis ◽  
Design Features ◽  
Simulation Based

scholarly journals Evaluation of Self-Directed Learning in Nursing Students: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Mohammad Nazarianpirdosti ◽  
Maryam Janatolmakan ◽  
Bahareh Andayeshgar ◽  
Alireza Khatony
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Meta Analysis ◽  
Self Directed Learning ◽  
Positive Role ◽  
Directed Learning ◽  
Training Courses ◽  
The Mean

Background. Self-directed learning plays an important role in nursing education and is associated with academic achievement, communication self-efficacy, assertiveness, responsibility, and students’ clinical competencies. This study was conducted to analyze the existing research on the level of self-directed learning in nursing students. Methods. In this systematic review and meta-analysis, all studies that had examined the level of self-directed learning in nursing students until March 2, 2020, were searched in Science Direct, Ovid, Scopus, PubMed, ProQuest, Web of Science, and Google Scholar databases. In the meta-analysis section, I2 index and the random effects model were used. Comprehensive Meta-Analysis software (version 2) was used for data analysis. Results. The mean score of self-directed learning in 12 articles with 3830 samples was 156.73 ± 1.47 out of 200 (95% CI: 153.3–160.1). These scores were 153.50 ± 2.71 (95% CI: 148.18–158.82) and 154.67 ± 1.32 (95% CI: 157.50–159.32) in the male and female students, respectively. There was a significant relationship between self-directed learning and sample size, year of study, and semester ( p < 0.05 ). Conclusion. The mean self-directed learning in nursing students was at a moderate level, which does not seem to be sufficient. Given the positive role of self-directed learning in nursing education, it is essential that nursing professors teach self-directed learning skills to students via training courses.

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