Effectiveness of using simulation in the development of clinical reasoning in undergraduate nursing students: A systematic review
|
Accepted Version
(PDF 587kB)
102260407. Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. |
Description
Aim/objective: This systematic review examines the effectiveness of undergraduate nursing students’ using simulation to acquire clinical reasoning. Background: Use of simulation to positively impact practice outcomes is an established method in nursing education. Clinical reasoning is a graduate capability that contributes to safe practice, so developing clinical reasoning requires explicit scaffolding in undergraduate contexts. While research has primarily evaluated specific clinical reasoning frameworks, variability in clinical reasoning definitions has obscured simulation efficacy for clinical reasoning acquisition. Design: This review uses the Joanna Briggs Institute Systematic Reviews approach. Methods: An electronic database search was conducted to identify studies published from May 2009 to January 2020 using a three-step search strategy. Selected papers were assessed by at least two independent reviewers for inclusion criteria, methodological validity, and data extraction. Ten studies using quasi-experimental designs involving 1532 students were included. Results: Evidence regarding the effectiveness of simulation for undergraduate nursing students’ acquisition of clinical reasoning was limited but of high quality. Review results showed no statistically significant gains in clinical reasoning with a single simulation exposure. Two emerging concepts, situation awareness and teamwork support the enhancement of clinical reasoning within simulation. In order to draw future conclusions on the efficacy of simulation to develop clinical reasoning, more research is warranted. Conclusions: New insights about team-based simulations and situation awareness were identified as integral for development of clinical reasoning in the context of simulation. More consistent use of terminology in the context of simulation research is also recommended.
Impact and interest:
Citation counts are sourced monthly from Scopus and Web of Science® citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads:
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
| ID Code: | 226747 | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Item Type: | Contribution to Journal (Journal Article) | ||||||||
| Refereed: | Yes | ||||||||
| ORCID iD: |
|
||||||||
| Additional Information: | Funding Information: This systematic review was funded by a SIGMA/Chamberlain College of Nursing Education Research Grant. | ||||||||
| Measurements or Duration: | 9 pages | ||||||||
| Keywords: | Clinical reasoning, Critical thinking, Simulation, Undergraduate nursing education | ||||||||
| DOI: | 10.1016/j.nepr.2021.103220 | ||||||||
| ISSN: | 1471-5953 | ||||||||
| Pure ID: | 102260407 | ||||||||
| Divisions: | Current > QUT Faculties and Divisions > Faculty of Health Current > Schools > School of Nursing |
||||||||
| Funding Information: | This systematic review was funded by a SIGMA/Chamberlain College of Nursing Education Research Grant. | ||||||||
| Copyright Owner: | Crown Copyright, 2021 | ||||||||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||||
| Deposited On: | 01 Dec 2021 22:37 | ||||||||
| Last Modified: | 01 Jun 2024 00:18 |
Export: EndNote | Dublin Core | BibTeX
Repository Staff Only: item control page
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)