Simulation-based learning in nursing education and effects on nursing students: A systematic review

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Winai Trainattawan
Narinthip Anuntakulnthee
Kanyaphat Pongchangyou
Prakasit Poonwong


Simulation-based learning is a method that encourages students to participate in the learning process in real situations. The purpose of this systematic review is to review the types and effects of simulation-based learning in nursing education. The Medline, CINAHL, Cochrane Library, ScienceDirect, Clinical Key, Scopus, ThaiJO, ThaiLIS, Google Scholar, and Research Gateway Common Service databases were searched for eligible research published in English and Thai from 2011 to 2020. The researchers searched the quasi-experimental, experimental, and randomized control trials research study only. The research must examine the effects of simulation on nursing students. All researchers independently assessed the articles to find PICOS-qualifying research. The Cochrane Collaboration tool was used to assess risk of bias. A total of 17 articles were included in this review. There were several types of simulations with a wide range of scenarios: standardized patients, partial-task trainer, low-fidelity simulation, high-fidelity simulation, game-based virtual simulation, and mannequin-based simulation. The articles used a variety of instruments and assessment methods with different scenarios. The results of the review show that simulation-based learning affects nursing students' performance, knowledge, confidence, satisfaction, stress, anxiety, critical thinking, and attitude. The effects of simulation-based learning on student performance were the most commonly studied because researchers assumed that simulation-based learning would improve nursing students' clinical practice skills. However, the literature review revealed a contradiction between the results, as the study results were not statistically significant in several articles. The articles are contradictory regarding the effects of simulation-based learning because each article used very different simulation types and assessment tools. Therefore, further studies are needed to find reliable evidence on the type and effects of simulation-based learning and standardized assessment tools.


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Trainattawan, W., Anuntakulnthee, N. ., Pongchangyou, K. ., & Poonwong, . P. . (2022). Simulation-based learning in nursing education and effects on nursing students: A systematic review. JOURNAL OF HEALTH SCIENCE RESEARCH, 16(2), 161–173. Retrieved from
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