Content area
Aim
This study employed a bibliometric analysis to examine the existing literature on the use of standardised patient simulation in nursing education.
BackgroundSP simulation offers students the opportunity to directly interact with a range of nursing interventions and practices. It demonstrates that SP simulation can be used as an active learning methodology in nursing education.
DesignBibliometric and content analysis.
MethodsThe data set was obtained from the Web of Science database. The sample comprised 310 publications that fulfilled the a priori defined inclusion criteria. The data were subjected to both descriptive content analysis and bibliometric analysis. A bibliometric analysis was conducted using VOSviewer, a software program designed for the mapping and visualisation of bibliometric data.
ResultsA total of 198 publications were published in 2002–2024. The publications had 3042 citations. Nurse Education Today has the highest number of publications and citations. In terms of authors, Elcin was the author with the highest number of citations (n = 186). In accordance with the findings of the trend topic analysis, the keywords 'simulation', 'nursing education', 'standardised patient' and 'nursing students' emerged in the field.
ConclusionThe number of studies examining the efficacy of using standard patient simulators in nursing education has seen a notable increase in recent years. The findings of this study may offer researchers and nursing faculties new insights into the value of incorporating standardised patient simulation into nursing education, as well as potential applications of such an approach.
The contemporary healthcare environment is undergoing rapid transformation, with medical technology advancing at a relentless pace. In a dynamic and complex healthcare environment, new nursing graduates are expected to demonstrate proficiency in nursing skills, adeptness at solving complex problems at the highest level and communication skills ( Fogg et al., 2020). Consequently, the pedagogical approach in practice-based health sciences is centred on the acquisition of clinical knowledge and skills. The practice of observation-based education in clinical settings has become increasingly limited due to several factors, including time constraints, the need to protect patient privacy, concerns about infection control and the growing demand for medical services ( Hayden et al., 2014; Oh et al., 2015). The current teaching and learning approaches are inadequate for developing the clinical skills required of students. Consequently, there is a pressing need for simulation training in nursing education, which provides realistic, practical experiences in a clinical-like environment without the risk of harming patients ( Ma et al., 2023).
The use of simulation-based learning has been shown to improve students' communication, critical thinking and problem-solving abilities, while also providing a learning experience that closely resembles reality ( Bozkurt et al., 2023; Ma et al., 2023). Simulation practice encompasses a range of modalities, including virtual reality, high-fidelity human simulators, standardised patients (SP) and the use of mannequins ( La Cerra et al., 2019; Bozkurt et al., 2023; Ma et al., 2023). A standardized patient (SP) is defined as an individual who has undergone training to assume the role of a patient or other relevant roles in a given scenario ( Lioce et al., 2020; Charnetski and Jarvill, 2021). SP simulations have been employed in a multitude of domains, including communication, clinical decision-making, psychomotor skills, critical thinking, health assessment abilities and interprofessional collaboration ( Guimond, et al., 2019; Conway and Scoloveno, 2024; Piot et al., 2022; Orr et al., 2022; Rutherford-Hemming et al., 2019).
The SP simulation offers students the chance to engage directly with a range of nursing interventions and practices. It has been demonstrated to enhance their capacity to monitor the condition of patients objectively, facilitate real-time communication and develop clinical adaptation skills to a greater extent than other simulation methods ( Kang and Kim, 2016; Ma et al., 2023). A meta-analysis study demonstrated that SP simulation effectively enhanced undergraduate nursing students' communication skills, learning self-efficacy, problem-solving ability and learning motivation ( Ma et al., 2023). Similarly, a meta-analysis study conducted in 2015 revealed that simulation-based learning using SP simulation enhanced knowledge and clinical skills and had a favourable impact on self-efficacy and learning satisfaction ( Oh et al., 2015). These findings indicate that SP simulation can be employed as an active learning methodology in nursing education. A comprehensive and systematic examination of the impact of SP simulation on nursing education, alongside an analysis of evolving trends among study participants, is vital for the accurate interpretation of educational outcomes and the strategic development of new research initiatives.
A bibliometric analysis can provide a comprehensive overview of a specific topic, encompassing both quantitative and qualitative data drawn from a vast body of literature. In particular, bibliometric analysis can be employed to elucidate the evolution and trajectory of scientific advancement in a given field, discern the advantages and nascent concepts and assess the accomplishments and influence of countries, institutions, journals, papers and individuals ( Wang et al., 2020). Nursing researchers have recently shown interest in this method ( Kokol et al., 2019). A published scientific article serves to augment scientific knowledge on the pertinent subject, facilitate the transformation of knowledge into practice and enhance research and education. The recognition of scientific developments within and across disciplines is contingent on the publication of relevant material ( Carter-Templeton et al., 2018; Lewis et al., 2007). It has historically been the practice of scientific communities to employ journal impact factors and citations as metrics for evaluating the performance of scientific journals. Nevertheless, these data do not fully reflect the impact of published content on the literature ( Goode et al., 2013). The bibliometric analysis method is a valuable tool for elucidating and substantiating the influence of a subject in a discipline, encompassing its impact on research, practice and education ( Carter-Templeton et al., 2018; Goode et al., 2013). The method can assist in enhancing both citation and content analysis by employing statistical techniques to gain deeper insights into the use or influence of a given publication in a specific field ( Tahamtan et al., 2016; Bornmann et al., 2008). The application of bibliometric analysis allows for the assessment of author productivity, the output of journals and the research output of countries. The data obtained are indicative of research and development activities and constitute objective quantitative data that can be used to inform the creation of research strategies for future periods ( Li and Zhao, 2015; Donthu et al., 2021).
A bibliometric analysis of nursing education studies revealed that most publications focused on several key areas, including mental health in the working environment, simulation-based learning, holistic care, cognitive abilities, academic performance of nursing students, patient safety education and medication management ( Chang et al., 2021; Oermann et al., 2024; Wang et al., 2024). In a recent bibliometric analysis of the use of simulation in nursing education, Wang et al. (2022) found that the prevalence of simulation studies has grown over the past 15 years, with a particular prevalence in psychiatry and critical care education. In a similar vein, Cant et al. (2022) conducted a bibliometric study on virtual simulation studies in nursing education and reached the same conclusion, namely that these studies have low citation rates. A review of the literature reveals that no published nursing bibliometric studies have focused on the use of standardized patient simulation. In this study, the bibliometric analysis method was selected as the most appropriate method for identifying the principal research topics and trends in SP simulation. The objective of this study was to examine the subject matter, developments and progression of research in the field of standardised patient simulation in nursing education through the use of a bibliometric analysis. It is anticipated that the findings will provide a comprehensive overview and offer novel insights to enhance both the research process and nursing education.
2 Methods2.1 Data sources and search strategy
The objective of this bibliometric analysis was to identify the most influential scientific literature about SP simulation in nursing education. The analysis was conducted in accordance with the guidelines for reporting bibliometric reviews of biomedical literature (BIBLIO) ( Montazeri et al., 2023). It is standard practice among bibliometric analysts to use the Web of Science (WoS) and Scopus databases for their research purposes. The WoS database was selected for this study. The WoS database is a more reliable and useful source of information than many of its competitors because it contains a comprehensive archive of academic journals and citations from earlier years, including journals with higher impact values ( Zavadskas et al., 2014) and provides efficient access to bibliographic data. A systematic search of the literature was conducted using a combination of article titles, abstracts and keyword usage. The present study focused on identifying studies on the use of standardised patient simulation in nursing education that met the predetermined inclusion criteria. The inclusion criteria were as follows: (1) articles written in English; (2) studies using standardized patient simulation in nursing education. The exclusion criteria were as follows: (1) articles not written in English; (2) non-nursing category; (3) articles type not article or review; (4) publications without abstract; (5) repeated publications; and (6) publications not officially published. For the literature search, the following set of keywords was used.
(TITLE-ABS-KEY ("standard* patient" OR "simul* patient") AND (“nurs* student” OR “nurs* education”)).
A search of the Web of Science database was conducted on 20 October 2024, yielding a total of 310 documents in the English language, with the exclusion of two documents. The subject area was then selected as nursing, which resulted in the exclusion of 78 documents. Subsequently, the search parameters were limited to articles and reviews, resulting in the identification of 228 studies spanning the last 22 years (2002–2024), with the exclusion of two documents. In accordance with the established criteria for eligibility, the titles and abstracts of the articles were reviewed and evaluated, resulting in the exclusion of 30 articles. Two of the excluded studies were repeated publications and 28 of them were studies that were not related to the use of standardised patients in nursing education. To ensure the integrity, transparency and objectivity of the research process, the SALSA method was employed to generate unbiased datasets at every stage of data selection, analysis and the formulation of research objectives ( Papaioannou et al., 2010). This entailed traversing the following steps: search, appraisal, synthesis and analysis (see Fig. 1). The selection process yielded data from a total of 198 publications, which were subsequently analysed bibliometrically. At last, the entire corpus of bibliographic data was transferred from the WoS database to an Excel spreadsheet (‘savedrecs.xls’).
2.2 Validity and reliability/rigourAll publication data were obtained from the WoS database in TXT format. They were then exported to Excel for analysis. The text and statistical functions of Excel were then used to ensure that only data relating to publications on standardised patient simulation in nursing education research were collected. To ensure the validity and reliability of the study, the SALSA steps were employed. Two researchers were responsible for the initial inclusion and exclusion of articles, with the final decision regarding suitability for the study's objectives being made collectively. No instances of erroneous selection were identified.
2.3 Data analysisThe bibliometric data were visualised and analysed using the VOSviewer software packages ( van Eck and Waltman, 2014). All information in the document indicates that the author keywords were employed throughout the analysis, rather than the Keywords Plus. The author keywords provide a more comprehensive representation of the content of the article and are more unique to the discipline of nursing and the field of research ( Tripathi et al., 2018). The exported data files were transformed into a text file with txt extension and analysed. The research focus was informed by the use of trend topics, keyword analysis and co-occurrence map analysis.
2.4 Ethical considerationsAs the study has no direct impact on humans or animals, ethical committee approval is not required.
3 Results3.1 Preliminary information about the data
A total of 198 studies were published in nursing journals between 2002 and 2024. Fig. 2 illustrates that the inaugural publication on SP simulation was released in 2002, with the number of studies increasing from 2012 onwards. Most publications were released in 2022 (n = 25), with no studies published in 2004. A total of 725 authors contributed to these publications, which were published by 20 different journals. The publications had 3042 citations. The mean number of citations per article was 13.19.
3.2 The 10 most frequently cited studies (20 October 2024)Table 1 shows the ten most cited articles. Of the studies included, five were published in the Journal of Nursing Education and four in Nurse Education Today. The most frequently cited study was a quasi-experimental research article published in Nurse Education Today.
3.3 Source analysisA total of 198 studies were identified as having been published in 20 different journals. The three journals with the highest number of publications are Nurse Education Today (n = 38), Clinical Simulation in Nursing (n = 37) and the Journal of Nursing Education (n = 30). As reported in the Journal Citation Reports (JCR), six of the journals are classified as Q1, three are classified as Q2 and one is classified as Q3. The complete ranking data are presented in Table 2. Fig. 3 shows a network visualisation of publication citations with a minimum of two publications and a maximum of five citations. The dataset was compiled from 19 sources. Analysis revealed six distinct clusters. An examination of the clusters revealed that Nurse Education Today (TLS (total link strength)= 80) was situated in the centre of the green cluster; Clinical Simulation in Nursing (TLS=61) was in the centre of the yellow cluster, Journal of Nursing Education (TLS=53) was in the centre of the blue cluster and Nurse Education in Practice (TLS=29) was in the centre of the purple cluster.
3.4 Author anaylsisIn total, 725 authors contributed to 198 studies, with 183 of these authors having at least one publication and 20 citations. The results of the analysis indicate that the authors who have conducted the greatest number of studies in this field are Elçin, M. (eight studies), Dinç, L. (five studies) and Choi, YJ. (three studies). Elçin M., was the most frequently cited author (n = 186), followed by Della, P. (n = 129), Geddes, F. (n = 129), Kelly, M. (n = 129) and Maclean, S. (n = 129). Fig. 4 shows the analysis of citations. The authors with the highest TLS values are Elçin, M. (TLS = 60), Dinç, L. (TLS = 47) and Yoo, IY. (TLS = 35) and Yoo, MS. (TLS = 35).
Each colour represented a distinct cluster. A total of seven clusters were identified (see Fig. 4). The connections between different authors were in the same cluster, as indicated by similar research topics and lines. The dark blue and orange clusters, situated towards the centre of the diagram, are of a greater magnitude and prominence than the others. The two clusters illustrate that the most-cited authors are included and exhibit more complex connections with numerous clusters.
3.5 Anaylsis of research hotspots3.5.1 High-frequency keywords
The objective of this study was to gain a deeper understanding of the focus of research on standardised patient simulation in nursing education. To this end, the frequency of use of keywords was analysed. Of the 465 keywords identified, the ten most frequently occurring were 'simulation' (n = 65), 'nursing education' (n = 62), 'standardised patient' (n = 46), 'nursing students' (n = 24), 'standardised patients' (n = 17), 'nursing' (n = 13), 'patient simulation' (n = 9), 'communication' (n = 8), 'education' (n = 8) and 'simulation training' (n = 7). The aforementioned keywords serve to illustrate the prevailing themes in the field of research on standardised patient simulation in nursing education.
3.5.2 Keywords clusteringUsing VOSviewer to analyse the co-occurrence of at least three keywords, 7 different clusters and 42 keywords were found ( Fig. 5). The first cluster (red) includes nine keywords which are “simulation (n = 65), nursing (n = 13), education (n = 8), evaluation (n = 5), undergraduate (n = 4), objective structured clinical (n = 4), patient deterioration (n = 3), human patient simulation (n = 3), undergraduate nursing student (n = 3).
The second cluster (green) includes eight keywords which are “patient simulation (n = 9), simulation tarining (n = 7), psychiatric nursing (n = 6), baccalaureate nursing education (n = 3), graduate nursing education (n = 3), health assesment (n = 3), nurse practitioner (n = 3), OSCE (n = 3). The third cluster (blue) includes eight keywords which are “simulated patient (n = 6), empathy (n = 5), simulation-based learning (n = 4), communication skills (n = 3), end of life care (n = 3), nurse practitioner student (n = 3), standardized patient simulation (n = 3), undergraduate nursing students (n = 3).
The fourth cluster (yellow) includes six keywords which are “nursing education (n = 62), standardized patient (n = 46), nursing simulation (n = 5), nursing student (n = 4), qualitative research (n = 3), community health nursing (n = 3). The fifth cluster (purple) includes five keywords which are “standardized patients (n = 17), standardised patient (n = 4), mental health (n = 4), mental health nursing (n = 3), schizophrenia (n = 3).
The sixth cluster (light blue) includes four keywords which are “communication (n = 8), anxiety (n = 3), satisfaction (n = 3), self-confidence (n = 3). The seventh cluster (orange) includes two keywords which are “nursing students (n = 24), nurse education (n = 4).
3.5.3 Trend topicsThe overlay visualization generated by VOSviewer was employed for the purpose of identifying the trend themes ( Fig. 6). The scale of the circles in the figure is indicative of the frequency of occurrence of the keywords, while the colour of the circles indicates the publication year of the studies where the keywords are used. Consequently, yellow keywords show more recent study topics in this field ( Çevik, 2022). The results of the analysis indicate that the following terms are trend topics: "simulation training," "simulation-based learning," "standardized patient simulation," "standardized patient," and "empathy."
4 DiscussionThe results of the study demonstrate a gradual increase in research on SP simulation following 2012, reaching its highest level in 2022. As Wang et al. (2022) also observed, there was an increase in the number of simulation studies conducted between 2013 and 2014. Since 2010, there has been a gradual increase in the recognition of simulation studies in the field of nursing. It is hypothesised that this increase is due to the impact of simulation applications on educational outcomes ( Shin et al., 2015; Weaver, 2011). Furthermore, the International Association for Clinical Simulation & Learning (INACSL) published the Standards of Best Practice for Simulation (SoBP: Simulation) during this period. It can be stated that the standards serve as a reference for the design of simulation, the development of scenarios, research methodology and the promotion of research in this field ( Sittner et al., 2015). The study, carried out by the National Council of State Boards of Nursing (NCSBN) in 2014, reached the conclusion that high-validity simulation, such as SP, when performed in accordance with best practice standards, yields results that are equivalent to those obtained through traditional clinical learning ( Hayden et al., 2014). The results provided compelling evidence that SP simulation can be a viable and efficacious pedagogical approach in undergraduate nursing programmes, while also stimulating further research in this field.
Citations can be analysed to identify the most frequently cited studies, authors or journals on a given subject. This allows the significance and influence of studies in a specific research domain to be determined ( Ozturk, 2021). MacLean et al. (2017) was the most frequently cited author in nursing education, with their SP simulation study representing a particularly influential contribution to the literature. MacLean et al. (2017) conducted an integrative review study with the objective of evaluating the effectiveness of using SP simulation for communication skills development in nursing education. The authors concluded that SP simulation provides a robust foundation for the instruction of nurse-patient communication skills and recommended the dissemination of this method in educational settings. The Luctkar-Flude et al. (2012) study is the second most cited on this subject. The study sought to elucidate the distinctions and similarities between the high-fidelity human simulator (HFS), SP and community volunteers (CV) experiential learning methods in terms of health assessment self-efficacy, modality satisfaction and respiratory assessment performance behaviours of undergraduate nursing students. The findings indicated that students reported moderate self-efficacy and high levels of satisfaction with all three teaching methods and that the three experiential learning methods were all found to be effective in supporting learning. It is worthy of note that the two most frequently cited studies, conducted by MacLean et al. (2017) and Luctkar-Flude et al. (2012), examined the impact of SP simulation on the acquisition of skills by nursing students. In alignment with these findings, it can be posited that the predominant focus of researchers engaged in the study of SP simulation in the context of nursing education is the acquisition of skills.
The results of the source analysis indicate that Nurse Education Today is the most prolific journal in the field, with 38 publications, followed by Clinical Simulation in Nursing and the Journal of Nursing Education. The Nursing Education Today journal has been included in the Science Citation Index/Social Sciences Citation Index with an impact factor of 3.6, according to the WoS database of Clarivate Analytics. The total number of citations of the journal in question is approximately double that of the second-ranked journal. Nurse Education Today is one of the foremost Q1 journals in the field of nursing, publishing and citing the highest number of studies on SP simulation ( Table 2, Fig. 3). It is commonly held among researchers that journals with a high impact factor publish articles of a high quality, which is important for both the visibility of their publications and their citation value ( Roldan-Valadez et al., 2019; Zhu et al., 2020). Considering the potential of reaching a wider audience and accessing the most up-to-date studies, it can be said that Nurse Education Today is of primary importance for authors working on SP simulation. Considering the TLS values, Nurse Education Today (TLS = 80) (at the centre of the green cluster) was found to have a higher value compared with other journals. The level of international research collaboration is reflected in the TLS value, with a higher score indicating a greater extent of collaboration. This result is a reflection of the journal's high number of publications and citations as well as its strength in the international arena.
The author analysis revealed that Elçin, M. is the author with the highest number of studies and citations on the subject. Elçin, M. examined the effect of SP simulation application on nursing students' psychomotor skill development, learning motivation, preventive interventions for pressure ulcers, moral skills, thorax, lung and cardiac examination skills. The author concluded that the method was very effective and made important contributions to the literature. Fig. 4 illustrates that the most prominent authors engaged in research on related topics are represented by dark blue and orange clusters. The authors in these clusters are also those with a high number of citations and publications. The objective of this study was to examine the influence of SP simulation on the advancement of psychomotor, communication and physical examination abilities. The number of citations is a frequently employed indicator for the evaluation of the quality of authors, studies, journals and universities ( Tahamtan et al., 2016). The number of citations an author receives is indicative of their impact, success and contribution to the academic field. A study that has received a substantial number of citations is regarded as having been accepted and as presenting a significant research finding in that field. However, it also reflects the prevailing research trends in the field ( Onodera and Yoshikane, 2015). In light of the data on the number of publications and citations obtained, it can be stated that the provision of students with communication, physical examination and psychomotor skills in nursing education is of primary importance and remains current.
Keyword analysis provides us with trends and important topics in SP simulation method in nursing education research. The frequent use of keywords provides data on current and most researched topics. Thus, it reflects the main problems and research trends in the relevant literature ( Liu et al., 2021; Peng et al., 2020). Considering the most frequently used keywords, three main concepts emerged. Nursing education was the first cluster (Cluster 1, 4 and 7). In this theme, researchers frequently used words such as ‘simulation, nursing education, standardised patient, nursing students’ and evaluated the effect of SP simulation on nursing education in their studies. These keywords have been a trending topic between 2018 and 2020 ( Fig. 6) and the contents of the most cited publications in our study also support these concepts. In studies using these keywords, it was concluded that SP simulation has a positive effect on learning satisfaction, learning outcomes, increases students' motivation and self-confidence, improves active learning and SP simulation is a more effective method than advanced simulator ( Martínez-Arce et al., 2024; Olaussen et al., 2020). Meta-analysis studies have demonstrated that SP simulation has the potential to enhance various aspects of nursing undergraduate students' educational experience and outcomes. These include communication self-efficacy, learning self-efficacy, problem-solving abilities and learning satisfaction ( Ma et al., 2023; Oh et al., 2015). The data from our study, along with those from other studies in the literature, demonstrate that SP simulation is a commonly used educational tool in nursing. These findings contribute to the existing literature on the effectiveness of this method (see Fig. 5 and Fig. 6).
Knowledge and skill development was the second cluster (Cluster 2 and 3). In this theme, researchers used keywords such as ‘empathy, simulated patient, communication skills, simulation training, health assesment’. These words were frequently used in the studies between 2016 and 2022 ( Fig. 6). In these studies, it was concluded that the method was highly effective in acquiring psychomotor skills such as interpersonal communication skills, in-bed positioning, bathing, injection, invasive applications, readiness for self-learning and problem solving skills, increasing clinical experiences, improving students' self-confidence and nursing competence ( Torkshavand et al., 2020; Struksnes and Engelien, 2016; Ha et al., 2018). The fact that the effect of SP simulation on skill development has been examined by researchers for years suggests that there is still a need for research in this field. Structured, randomised controlled studies with large samples should be planned to support skill development in nursing education and to evaluate the effectiveness of the method in acquiring cognitive, affective and psychomotor skills and to prove its power.
SP simulation in psychiatric nursing education was the third important cluster (Cluster 5, 6). Within the scope of this theme, researchers frequently used keywords such as ‘standardised patients, mental health, communication, anxiety’. It is seen that these keywords were used more frequently in psychiatric nursing education between 2016 and 2018 ( Fig. 6). SP simulation reduces students' anxiety and improves their communication skills ( Ok et al., 2020). A substantial body of research has demonstrated that training based on SP simulation is an effective method for enhancing students' clinical competencies and communication skills in psychiatric settings. It has been shown to improve students' ability to fulfil their clinical tasks and work effectively in a team, while also fostering a high level of self-confidence. Furthermore, students reported feeling safe and prepared when interacting with individuals with mental illness in hospital settings following SP simulation ( Dawood et al., 2024; Goh et al., 2016; Goodman and Winter, 2017). Simulations can effectively and positively contribute to the education of those pursuing a career in psychiatric and mental health nursing. The learning experience can be optimised while consistency in learning is maintained in a safe learning environment ( Ok et al., 2020). From this perspective, it is believed that the researchers employed the SP simulation method in psychiatric nursing education, which is a highly challenging domain for undergraduate instruction.
5 Conclusion and recommendationsThis study revealed the trends of publications on the application of SP simulation in nursing education in the last 24 years and listed the most qualified journals, studies and authors in this field. In our study, it was determined that nursing education, knowledge and skill development and psychiatric nursing education were the focal topics in the researches and that SP simulation supported learning satisfaction and skill development. However, the number of studies showing in which learning area SP simulation is more effective is limited in the literature and more studies with high level of evidence are needed in this field.
The data obtained in the study can provide educators and academicians with information about current issues in the field of SP application in nursing education, as well as insights into the subjects and methods that will be employed to study the method. The growing number of studies on SP simulation indicates that the subject will remain current in the coming years. This study offers a valuable reference point for educators and researchers alike, elucidating the role and significance of SP simulation in nursing education.
6 LimitationsConsider the results of this study in light of their strengths and weaknesses. This is the first bibliometric study of SP simulation research in nursing education. The study has limitations. The data is limited to the time period of the literature review. The study was conducted using the Web of Science database, excluding publications in other databases. Some publications may have been omitted. It is also subject to a language bias, as only English-language studies were analysed.
Contributors’ statementAll authors contributed to the concept and design, acquisition and interpretation of data, drafting the article, and gave final approval of the version to be published.
FundingThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
CRediT authorship contribution statementEbru Konal Korkmaz: Writing – original draft, Visualization, Supervision, Software, Resources, Methodology, Investigation, Data curation, Conceptualization. Esin Ateş: Writing – review & editing, Visualization, Supervision, Software, Resources, Methodology, Investigation, Data curation, Conceptualization.
Declaration of Competing InterestThe authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
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| 2. | Evaluating high-fidelity human simulators and standardized patients in an undergraduate nursing health assessment course. | Luctkar-Flude, M., Wilson-Keates, B., Larocque, M. | 2012 | | 71 |
| 3. | Third-year undergraduate nursing students’ perceptions of high-fidelity simulation. | Wotton, K., Davis, J., Button, D., Kelton, M. | 2010 | | 65 |
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| 10. | Clinical reasoning during simulation: Comparison of student and faculty ratings. | Jensen, R. | 2013 | | 46 |
| Journals | Number of Articles | Total Citation | JCR a | IF a |
| Nurse Education Today | 38 | 708 | Q1 | 3.6 |
| Clinical Simulation in Nursing | 37 | 368 | Q1 | 3.4 |
| Journal of Nursing Education | 30 | 546 | Q2 | 1.6 |
| Nurse Education in Practice | 26 | 308 | Q1 | 3.3 |
| Journal of Professional Nursing | 7 | 124 | Q1 | 2.8 |
| Teaching and Learning in Nursing | 4 | 10 | Q2 | 1.9 |
| Archives of Psychiatric Nursing | 3 | 17 | Q2 | 2.2 |
| Nurse Educator | 3 | 47 | Q1 | 2.7 |
| BMC Nursing | 3 | 4 | Q1 | 3.1 |
| Journal of Forensic Nursing | 3 | 37 | Q3 | 1.0 |
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