Content area
Aim
The paper examined the current evidence on the impact of virtual simulation compared with mannequin-based simulation learning on undergraduate nursing students’ ability to recognise and manage clinical deterioration.
Background
Simulation-based learning is widely used in nursing education to enhance clinical decision-making. Mannequin-based simulation has been the standard, as emerging virtual simulation technologies offer new opportunities for experiential learning. However, the comparative effectiveness of these approaches in preparing students for clinical deterioration remains unclear.
Design
Systematic review and narrative synthesis on the outcomes of using mannequin-based and virtual simulation among undergraduate nursing students in the context of clinical deterioration were conducted.
Methods
A comprehensive search was performed following PRISMA guidelines across multiple databases, including PubMed, CINAHL, EMBASE, PsycINFO, Web of Series and ProQuest. The focus included quantitative studies, such as randomised controlled trials and quasi-experimental trials from 2013 to 2023, that compared virtual simulation to other simulation methods. The methodological quality of the included studies was assessed using the Joanna Briggs Institute Critical Appraisal Tool and a narrative synthesis was conducted.
Results
Fourteen studies met the inclusion criteria. The notable advantages of using virtual simulation include improved clinical performance, enhanced assessment, increased adaptability for larger group practice and knowledge retention. However, limitations included the absence of immediate debriefing, reduced realism and technological challenges that impacted virtual simulation.
Conclusion
This review highlights the strengths of mannequin-based and virtual simulation methods in clinical deterioration management, with marked differential outcomes in realism and anxiety among undergraduate nursing students.
Details
Computer Simulation;
Basic Skills;
Critical Thinking;
Curriculum Development;
Experiential Learning;
Evidence;
Information Seeking;
Instructional Effectiveness;
Decision Making Skills;
Evaluative Thinking;
Educational Environment;
Database Management Systems;
Learner Engagement;
Educational Strategies;
Competence;
Nurses;
Control Groups;
Influence of Technology;
Distance Education;
Educational Technology;
Meta Analysis;
Blended Learning;
Computer Use;
Fidelity
Narratives;
Quantitative analysis;
Students;
Databases;
Curricula;
College students;
Systematic review;
Group practice;
Simulation;
Quasi-experimental methods;
Cognitive ability;
Distance learning;
Virtual reality;
Deterioration;
Cognition & reasoning;
Medical education;
Anxiety;
Reflective teaching;
Experiential learning;
Standardized patients;
Nurses;
Learning;
Critical thinking;
Trainers;
Debriefing;
Clinical assessment;
Pedagogy;
Nursing education;
Medical personnel;
Decision making;
Patients;
Nursing;
Clinical deterioration;
Medical decision making;
Clinical decision making;
Realism;
Ability;
Clinical nursing
; Zhao, Lin 2 ; Cleary, Sonja 2 ; Harland, James 2 1 RMIT University, Melbourne, Australia, Swinburne University of Technology, Melbourne, Australia
2 RMIT University, Melbourne, Australia