Abstract
The purpose of this study is to systematically analyze the effect of simulation practice education by dividing it into HFS(high-fidelity simulator) use and SP(standardized patient) use. A total of 20 studies were selected from domestic and foreign studies published from January 2000 to January 2023 and analyzed using the RevMan 5.4 program and the R program. The effect size was analyzed by dividing the effect of simulation practice into cognitive, affective, and psychomotor domains. In the case of using a HFS, it was effective in the cognitive and affective domains. The effect size showed a statistically significant in nursing knowledge and critical thinking in the cognitive domain, and self-efficacy, clinical performance ability, practice satisfaction, confidence in the affective domain. But there was no effect in the psychomotor domain. SP utilization practice had a statistically significant effect in cognitive areas and knowledge. As a result of meta-ANOVA with grade, intervention duration, and subject as control variables in the domains, statistical heterogeneity was found in the grade and subject in the cognitive domain when the HFS was used. Based on these results, I suggest that HFS and SP be appropriately selected and utilized in future simulation practice education design.
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