Effect Of Simulation-based Learning Research Articles

Using machine learning for continuous updating of meta-analysis in educational context

Machine learning and learning analytics are powerful tools that not only support researchers in the detailed measurement and enhancement of learning processes in various learning environments, but also enable the aggregation and synthesis of evidence regarding effective educational practices. This paper describes the development and application of machine learning algorithms aimed at semi-automatic selection of abstracts for a meta-analysis on the effects of simulation-based learning in higher education. The goal was to reduce the workload while also maintaining the transparency and objectivity of the selection process. The algorithms were trained, validated, and tested on a set of 3187 studies on simulation-based learning found in medical and educational databases collected before April 2018. Subsequently, they were utilized to classify abstracts for a follow-up meta-analysis consisting of 2373 studies (published between 2018 and 2020). The aim of training the algorithms was to predict studies’ abstract eligibility based on words and combinations of words used in these abstracts. The application of the algorithms reduced the number of studies that had to be manually screened from 2373 to 711. A total of 458 studies from automatically selected abstracts were included in the full-text screening, indicating the high precision of the algorithms (also compared to the performance of human raters). We conclude that machine learning algorithms can be trained and used to classify abstracts for their eligibility, significantly reducing the workload for the researchers without diminishing objectivity and quality when updating systematic literature reviews with or without a meta-analysis.

Effectiveness of simulation-based learning in Malaysian higher education: a case study of MonsoonSIM

PurposeHigher education institutions (HEIs) face the formidable responsibility of equipping students with the requisite knowledge and skills essential for a successful transition into the professional workforce. In contemporary education, simulation-based learning (SBL) has emerged as a pivotal tool employed by HEIs to facilitate and enhance the learning experience. MonsoonSIM stands out as a notable simulation-based experiential learning platform, encompassing a wide spectrum of business processes. This study aims to investigate the effectiveness of SBL in Malaysian HEI, with a specific focus on utilizing MonsoonSIM to bolster students' knowledge and skills.Design/methodology/approachTo gather empirical evidence, an online survey questionnaire was methodically distributed to 254 students enrolled in Malaysian HEIs, employing purposive sampling techniques. A total of 114 valid responses were collected and subjected to rigorous analysis using SmartPLS4, leveraging the partial least squares structural equation modeling methodology.FindingsThe outcomes of this investigation shed light on the positive influence of marketing management knowledge on the effectiveness of SBL. However, it was observed that problem-solving and critical thinking skills, financial management and production management knowledge did not exhibit a statistically significant impact on the effectiveness of SBL.Originality/valueThis study contributes to the existing body of knowledge by offering valuable insights into how students engage with and derive learning outcomes from simulation-based educational tools. The findings underscore the pivotal role of integrating SBL into the broader pedagogical framework to enhance the overall learning experience.

Effect of Simulation-Based Learning on Clinical Performance of Nursing Interns at a Private Hospital, Lahore, Pakistan

Simulation-based learning offers experiences and activities that mimic clinical practices using patient mannequins and realistic circumstances in a controlled environment. Utilizing this immersive methodology, students engage in authentic clinical scenarios within a simulated hospital setting. Through useful applications, students can put their academic understanding to use and refine their abilities in addressing a range of clinical situations. Through practical application, students can apply their theoretical knowledge and hone their skills in dealing with a variety of clinical scenarios. This experience not only broadens comprehension but also boosts self-assurance and gets pupils ready for their future careers as healthcare experts. Objective: To investigate how simulation-based learning affects nursing interns' clinical performance in a private hospital in Lahore. Methods: A descriptive cross-sectional study design was employed to investigate the impact of simulation-based learning on nursing interns' clinical performance. A questionnaire was used to collect data from the 76 participating nursing interns. The study was carried out at a private hospital in Lahore. Results: Participants demonstrated that their clinical performance improved as a result of simulation-based learning. In a very short amount of time, they could handle the patient. Conclusions: According to the study's findings, clinical performance of nursing interns at a private hospital in Lahore was improved by simulation-based learning.

Effectiveness of simulation-based learning regarding management of post-COVID complications in terms of knowledge, clinical decision-making ability, and self-efficacy among nursing students: A quasi-experimental study

Effectiveness of simulation-based learning regarding management of post-COVID complications in terms of knowledge, clinical decision-making ability, and self-efficacy among nursing students: A quasi-experimental study

Promoting socio-emotional learning competencies in teacher education through online clinical simulations

ABSTRACT Increasing research indicates the effectiveness of simulation-based learning as a means of socio-emotional learning (SEL). Traditionally, simulations are conducted face-to-face (FTF) with a live actor in the role of the ‘other’. The outbreak of COVID-19 led to the shifting of simulations to online settings. To explore the differences between FTF and online conditions, questionnaires were administered to 49 FTF participants, 87 online participants, and 50 control participants; 11 participants who experienced both experimental conditions were interviewed. Results revealed that online simulations contributed to similar SEL growth as FTF. Interviews highlighted differences in the subjective experience of FTF and online participants.

The effectiveness of Simulation-Based Learning on radiologic students training: A preliminary result

Information technology and artificial intelligence have been applied in practical training worldwide. Especially in the setting of the COVID pandemic, teaching and learning online while ensuring to provide basic knowledge, attitudes, and clinical skills for future health workers must be warranted. Concerning the characteristics of the radiologic technological training, while commercial simulation software and machinery systems are unaffordable and the current practice facilities do not meet the training needs, self-making simulation software can be a potential solution. Our study aimed to evaluate students’ satisfaction and the training effectiveness of using the “Made in Hue” X-ray simulation software. Key words: Xray simulation, Radiographer training, Simulation-Based Learning

Effect of Simulation Based-Learning on Improving Cognitive Achievement of Nursing Students during Care of Patients with Bronchial Asthma

Effect of Simulation Based-Learning on Improving Cognitive Achievement of Nursing Students during Care of Patients with Bronchial Asthma

Effect of Simulation Based-Learning on Improving Cognitive Achievement of Nursing Students during Care of Patients with Bronchial Asthma

Effect of Simulation Based-Learning on Improving Cognitive Achievement of Nursing Students during Care of Patients with Bronchial Asthma

Effect of Simulation-based Learning on Knowledge and Practice Regarding Hemodialysis Catheter Exit Site Care

Effect of Simulation-based Learning on Knowledge and Practice Regarding Hemodialysis Catheter Exit Site Care

179 A Cross-Sectional Study on the Effectiveness of Simulation-Based Learning in Emergency Medicine for Medical Undergraduates in a Low-Middle Income Country During the COVID-19 Pandemic

Learning emergencies is a challenge during COVID-19 pandemic for medical students. Managing a real patient in an emergency exposes the medical students and patients to risks now more than ever before. Simulation-based learning (SBL) is a proven safer teaching method to improve technical and non-technical medical knowledge, skills, and to enhance confidence in high-income countries. There is limited literature on the effectiveness of SBL in low-middle income countries (LMICs) This study evaluates final-year medical undergraduates’ knowledge, skills and confidence improvement through a novel SBL in an LMIC during the COVID-19 pandemic.Four simulation scenarios were conducted by an instructor to a small group of five to six participants. The instructors were Emergency Medicine Senior Registrars or Registrars, who had prior knowledge in teaching techniques through a formal instructor development course elsewhere. The simulation sessions were based on four scenarios. A high-fidelity mannequin, basic airway devices, IV access, monitoring devices and a defibrillator were used. Pendleton Model Final-year medical students of the University of Colombo were trained on medical emergency care skills and subsequently they were given the opportunity to apply skills in simulation. This course was conducted twice a week, 4-hour sessions, for 6 weeks in March and April 2021. There were four skills stations, including ABCDE assessment, airway management, defibrillation with BLS and non-technical skills. A pre- and post-MCQ was used to assess improvement of knowledge and confidence level on performing each skill. Likert-scale questionnaires were administered before and after each simulation session to assess the level of confidence in performing each task of the simulated scenario. The normal distribution of data was tested with the Shapiro–Wilk test. If the distribution of data was not normal, Wilcoxon signed-rank test was used to compare pre- and post-test scores. Paired sample t-test was used to compare pre- and post-test data if the distribution of data is normal.All 42 participants experienced SBL for the first time ever. Post-test MCQ score significantly improved compared with pre-test score (p < 0.001). Confidence in skills increased in all 17 domains following the skills sessions in all participants. Confidence to manage cardiac arrest increased in all 10 tasks of the cardiac arrest simulation and the total average confidence score rose from 17.1 (±4.7) to 32.0 (±7.7) after the simulation-based intervention (p < 0.001). Confidence increased significantly in all 12 domains of asthma and anaphylaxis management with the total average confidence score rising from 21.4 (±0.8) to 39.2 (±2.1) (p < 0.001). Satisfaction and attitudes towards simulation-based learning were very positive.The course has shown a statistically significant improvement of students’ knowledge and confidence in skills with a high level of satisfaction. Therefore, SBL is an effective, safe and feasible alternative to train emergency medicine for the students of LMICs during COVID-19 pandemic.

A Qualitative Exploratory Study of the Effects of Simulation on Nursing Students’ Self-Efficacy Beliefs for Using English for Professional Purposes

Background The health sector has become more international than ever because of patients’ increased mobility and access to healthcare services. As a result, the ability to communicate in English has become critical for nursing students in countries where English is used as a foreign language. Aim This study aimed to highlight and understand the experiences of nursing students regarding the effect of simulation-based learning on their self-efficacy beliefs for using English for professional purposes. Methods The study was conducted with 28 third-year university nursing students enrolled in a required English course and participating in two nursing simulations conducted in English. Focus groups were conducted using semi-structured interview questions to elicit and understand the self-efficacy beliefs of nursing students for using English for professional purposes. The collected data were analyzed by using content analysis. Results The result of the study emerged under three themes: carrying out nursing duties by using professional discourse, building professional relationships with patients, and maintaining spontaneous conversations with patients. The overall results showed that while the students’ self-efficacy beliefs increased for performing standard nursing duties and establishing rapport with patients, no increase was observed in their self-efficacy beliefs for holding a prolonged conversation with the patient. Conclusion This study’s findings have implications for nursing programs in which English proficiency is considered an important program outcome for nurses who may be expected to work in both their own language and English.

Effects of Simulation-Based Learning on Nursing Students’ Learning Outcomes of a Gerontology Course

Simulation-Based Learning (SBL) is beneficial to nursing education. Nevertheless, recent studies have shown a side effect of being overwhelmed by repeated exposures to simulation. Thus, how many times simulation scenarios should be provided to students remains a question. The objectives of this study were to (1) explore the changes in nursing students’ perceived competence, self-efficacy, and learning satisfaction after repeated exposures to simulations, and (2) determine the acceptable frequency of SBL in the ‘Care of Older Adults’ course. A one-group repeated measurement experimental design with self-administered questionnaires in a convenient sample of 84 senior nursing undergraduate students was used at a university in southern Taiwan, and 79 students completed all measurements. After taking the baseline measurements (T0), students were exposed to 75-mininute simulation scenarios from Time 1 (T1) to Time 3 (T3) three weeks apart throughout the semester. Students’ perceived nursing competence, self-efficacy, and learning satisfaction were measured immediately after each exposure. There were statistically significant improvements from T0 to T3 (p < .001) in all three areas; however, no significant difference when comparing scores from T1 to T2 and from T2 to T3. To conclude, SBL is effective in improving nursing students’ perceived competence, self-efficacy, and learning satisfaction. While the primary changes occur at the first simulation effort, it is the accumulated multiple exposures collectively improve students’ learning outcomes. Multiple instructional strategies are recommended to maintain students’ learning interests to achieve optimal learning outcomes of the course across a semester.

Effects of simulation-based learning on nursing students' perceived competence, self-efficacy, and learning satisfaction: A repeat measurement method

BackgroundSimulation-Based Learning is beneficial to nursing education. Nevertheless, recent studies have shown a side effect of being overwhelmed by repeated exposures to simulation. Thus, how many times simulation scenarios should be provided to students remains a question for nursing faculty. ObjectivesThe objectives of this study were to (1) explore the changes in nursing students' perceived competence, self-efficacy, and learning satisfaction after repeated exposures to simulations, and (2) determine the acceptable frequency of SBL in the ‘Integrated Care in Emergency and Critical Care’ course. DesignA one-group repeated measurement experimental design with self-administered questionnaires in a convenient sample of senior nursing undergraduate students was used. SettingsDepartment of Nursing at a nonprofit university in southern Taiwan. ParticipantsSeventy-nine out of 84 senior nursing students who enrolled in the course in 2019 volunteered to complete all measurements. MethodsAfter taking the baseline measurements (T0), students were exposed to 75-min simulation scenarios from Time 1 (T1) to Time 3 (T3) three weeks apart throughout the semester. Students' nursing competence, self-efficacy, and learning satisfaction were measured immediately after each exposure. Descriptive statistics, t-test and repeated measurement analysis of variance were used for data analysis. ResultsThere were statistically significant improvements from T0 to T3 (p < .001) in nursing competence, self-efficacy, and learning satisfaction scores after repeated exposures to simulation. When comparing scores from T1 to T2 and from T2 to T3, there was no significant difference. ConclusionSimulation based learning is effective in improving nursing students' perceived competence, self-efficacy, and learning satisfaction. While the primary changes occur at the first simulation effort, it is the accumulated multiple exposure experiences collectively improve students' learning outcomes. Multiple instructional strategies besides simulation are recommended to maintain nursing students' learning interests to achieve optimal learning outcomes of the course across a semester.

Effect of simulation-based learning on first clinical day stress and anxiety levels of nursing students in Turkey.

To determine the effect of simulation-oriented skills training on first clinical day stress and anxiety levels in nursing students. The quasi-experimental study was conducted from April to June, 2016, in Istanbul, Turkey, and comprised first year nursing students who were divided into two groups. In Group 1, students measured vital signs on simulated patients before their first clinical practice. In Group 2, the students performed this application on each other. Then, on the first day of their clinical practice, the students evaluated the vital signs and then filled out Clinical Stress Questionnaire and the State-Trait Anxiety Inventory. Data was analysed using Number Cruncher Statistical System version 2007. Of the 41 subjects, 16(39%) were in Group 1 with a mean age of 19.31±3.2 years, and 25(61%) were in Group 2 with a mean age of 18.92±0.86 years (p>0.05). There was no significant differences in state-trait anxiety inventory and clinical stress questionnaire scores between the groups (p>0.05). There was a significant difference with respect to benefit subscale of the clinical stress questioaanire (p=0.049). The use of simulation in nursing education provided relief and confidence during clinical practice.

Effects of simulation-based learning on nursing student competences and clinical performance

The aims of this study were to explore the effects of simulation-based learning (SBL) on nursing student competences and performance in the clinical setting.A comparison group design was used with data obtained from self-administered questionnaires at the onset and end of the semester. Students' practicum grades were also collected to examine their clinical performance. Four simulated scenarios were added to the course and a Chinese version of the Simulation-Based Learning Evaluation Scale (SBLES) was distributed to the participants. The student practicum evaluation form was used to collect the participants' practicum grades. Data analyses included descriptive statistics, paired t-test, and analysis of covariance (ANCOVA).Positive, significant differences were found in five competences in the test group. In the comparison group, results in the professional knowledge and nursing process subscale showed significant differences, and no significant difference was found in the patient safety, communication, and attitude of reflection subscales. The students in the test group perceived greater competences than those in the comparison group. Finally, no significant findings were found in clinical performance between two groups.The findings showed that SBL is seen as an attractive teaching strategy for students’ learning as part of their curriculum and that the effects of SBL on clinical practice need further examination.

The Effectiveness Of Simulation-based Learning In Preparing Exercise Physiology Students For Emerging Clinical Practice Domains

PURPOSE Given the pivotal role exercise plays in the prevention and management of chronic diseases, developing practice-ready clinical exercise physiology (EP) students to program and prescribe exercise-based interventions across these conditions is critical. In emerging clinical domains, the lack of practicum opportunities makes it challenging to provide students with the vital opportunity to translate theory into practice. This study reports on the impact a simulation-based learning experience (SBLE) had on EP student's confidence and perception of knowledge in the clinical domain of palliative care. METHODS: 12 EP students completed a palliative care interprofessional SBLE alongside students from Dietetics (n=50), Pharmacy (n=44) and Social Work (n=7). The SBLE comprised modules on what is palliative care, effective communication for grief, and spiritual and cultural considerations in palliative care. Experienced and accredited practitioners across the range of health disciplines facilitated the SBLE which included pre-reading, briefing, simulation using simulated patients, and debriefing components. Interprofessional simulated patient interactions included initial consultations, education and treatment planning, and a multidisciplinary case conference. A post-simulation questionnaire explored the effectiveness of the SBLE in developing palliative care graduate capabilities. RESULTS: 100% of students ranked their confidence in caring for people with a life-limiting illness as moderate or higher (mean 7.6/10), while 91.7% of students ranked their knowledge and preparedness as moderate or higher (mean 7.5). 75% of students reported having one or no experience, in the past twelve months, caring for a person who has died due to a life-limiting illness in either a clinical placement, employment or personal capacity. Qualitative responses supported the quantitative data with students appreciating the opportunity of being exposed to the clinical domain in a safe and supportive environment that bridged the gap between theory and a real world setting. CONCLUSIONS: The positive impact on student confidence and perceived knowledge highlights the influence of SBLE in palliative care, suggesting a broader utility for this mode of learning in other emerging clinical domains for EP students.

Effects of Simulation-Based Learning and One Way to Analyze Them

This contribution presents and discusses the methodology and results of a panel study analyzing the effects of a simulation on students’ learning outcomes. The focus is on how sustainable knowledge acquisition can be enhanced through participation in simulation as well as on presenting and discussing one way this learning can be analyzed. The subject of the analysis is a panel survey of students from a German university of applied science. The students have been confronted with a combination of test and self-assessment questions in several waves. The specifications are that the study is designed as a panel survey (pretesting and several posttests) as well as that the knowledge acquisition through the simulation is compared to traditional teaching methods, in this case a lecture. Initial results show that the participants’ level of learning success is highest, especially in the part of the simulation in which the participants are active in a kind of role-playing game themselves.

Simulation in pharmacy education to enhance interprofessional education.

Increased demands from healthcare services have led to new roles for healthcare professionals (HCPs). Simulation based learning (SBL) can offer multidisciplinary HCPs and students a format to train for such emerging roles. The aim of this work was to adapt existing nursing SBL to involve pharmacy students and evaluate perceptions and effectiveness of SBL when used for interprofessional education (IPE). Settings were a simulated hospital ward and a general practitioner (GP) practice. Participants were pharmacy and nursing students. Evaluation was by questionnaires and interviews. Ethical approval was obtained from the University Ethics Committee. A total of 440 students participated. The majority of respondents (317/330;96%) found the sessions useful. All elements were highly rated: briefing (315/340;93%), setting (301/321;94%), scenario (325/338;96%), feedback (303/327;93%), interaction with the "patient" (328/338;97%), interactions with other HCP trainee (293/329;89%). The majority (304/327;93%) agreed that they felt the sessions had enhanced their skills. Significant (p≤0.05) enhancement in communication confidence was perceived by the students. Students gained understanding of each other's roles, and appreciated practicing communication and teamwork. Students recognised the importance, usefulness and need for IPE. SBL has the potential to support a variety of HCPs to facilitate uptake of new roles and working in multidisciplinary teams.

The Effects of Simulation-Based Learning Using Virtual Reality in Nursing Student: A Meta-Analysis

The Effects of Simulation-Based Learning Using Virtual Reality in Nursing Student: A Meta-Analysis

Simulation-based learning combined with debriefing in neonatal resuscitation training

Objective To explore and analyze the effect of simulation-based learning combined with debriefing in neonatal resuscitation training. Methods A total of 114 clinical medical staffs attended the neonatal resuscitation training course hold by Department of Neonatology, Quzhou Maternal and Child Health Hospital from November 2014 to May 2015, and were randomly assigned to observation (n=60) and control group (n=84) by coin tossing. Staffs in the observation group adopted to training skills with simulation-based learning combined with debriefing,while those in the control group were educated with traditional method. The examinations on theoretical knowledge were taken before and after the training. Operational exam and self-confident questionnaire for all staffs on each procedure taught in the course were taken at last. Scores of the exams and self-confident questionnaire were compared between the two groups with t-test and Mann-Whitney U test. Results The mean score of theoretical test rose up significantly after the training in both observation and control group (25.19±2.62 vs 20.17±3.71, t=7.725, P<0.01; 25.44±2.64 vs 18.90±4.27, t=11.170, P<0.01), but no difference was found in this score after the training between the two groups (t=0.492, P=0.624). The practical operation examination score in the observation group was higher than that in the control (34.05±1.34 vs 31.32±4.10, t=4.183, P<0.01). All questionnaires sent to the staffs were retrieved (100%), and the total values after the training in the observation group were higher than in the control (mean rank: 92.81 vs 57.99; rank sum: 5 569 vs 4 872, Z=-4.96, P<0.01). Conclusions Simulation-based learning combined with debriefing is a much more effective teaching methods for neonatal resuscitation training, which might quickly improve the resuscitation skills of clinical staffs. Key words: Asphyxia neonatorum; Resuscitation; Education, professional, retraining; Programmed instruction as topic