Objective: To critically summarize facilitators and barriers to learning through low, medium, or high-fidelity simulation in undergraduate nursing education. Background: Simulation is useful in creating a learning environment that contributes to rich nursing students' knowledge, competence, and critical thinking. However, some criticalities are recognized in simulation-based learning, such as, the complexity of scenarios and choice of tools often result in higher costs, or the need for specific competencies in teachers. Accordingly, understanding facilitators and barriers to learning through simulation in undergraduate nursing education will enhance high-technology approaches in curricula and produce positive educational outcomes. Design: An integrative review according to Whittemore & Knafl framework was conducted. Data source: A systematic search was conducted on five databases: PubMed, Web of Science, Scopus CINAHL and PsychINFO (via EBSCOhost). The databases were searched from 2012 to June 2022. Inclusion criteria: We included studies considering baccalaureate nursing students, that used low, medium or high-fidelity simulation during the degree course; studies reporting barriers and/or facilitators to the use of simulation; any primary quantitative, qualitative or mixed method study written in English or Italian. Review methods: The included studies were assessed using the Mixed Methods Appraisal Tool (MMAT) Results: Results of 24 included studies brought out 29 key factors (i.e., sub-themes) that can foster or hinder learning through simulation in undergraduate nursing education, grouped in four themes: Realism and environment; Team working; Nursing education; Nursing learning and students’ abilities. 19 of these were identified as facilitators and 10 as barriers. Conclusion: Synthesis of favor or hinder aspects the learning with simulation of nursing students, could provide useful hints to guide the development of effective and efficient simulation training programs, especially after Covid-19 period that had accelerated the use of technologies in educational setting. Keywords Simulation, Barriers; Facilitators; Integrative review; Undergraduate nursing education.
Obiettivo: riassumere criticamente i facilitatori e gli ostacoli all'apprendimento attraverso la simulazione a bassa, media o alta fedeltà nella formazione infermieristica universitaria. Background: la simulazione è utile per creare un ambiente di apprendimento che contribuisce ad arricchire la conoscenza, la competenza e il pensiero critico degli studenti di infermieristica. Tuttavia, si riconoscono alcune criticità nell’apprendimento basato sulla simulazione, come ad esempio la complessità degli scenari e la scelta degli strumenti che spesso comportano costi più elevati, o la necessità di competenze specifiche da parte degli insegnanti. Di conseguenza, comprendere i facilitatori e gli ostacoli all’apprendimento attraverso la simulazione nella formazione infermieristica universitaria migliorerà gli approcci ad alta tecnologia nei curricula e produrrà risultati educativi positivi. Progettazione: è stata condotta una revisione integrativa secondo il framework Whittemore & Knafl. Fonte dei dati: è stata condotta una ricerca sistematica su cinque database: PubMed, Web of Science, Scopus CINAHL e PsychINFO (tramite EBSCOhost). Le banche dati sono state consultate dal 2012 a giugno 2022. Criteri di inclusione: Abbiamo incluso studi considerando studenti infermieristici del diploma di maturità, che hanno utilizzato simulazioni a bassa, media o alta fedeltà durante il corso di laurea; studi che segnalano ostacoli e/o facilitazioni all'uso della simulazione; qualsiasi studio primario quantitativo, qualitativo o con metodo misto scritto in inglese o italiano. Metodi di revisione: gli studi inclusi sono stati valutati utilizzando il Mixed Methods Appraisal Tool (MMAT) Risultati: i risultati di 24 studi inclusi hanno evidenziato 29 fattori chiave (ovvero sottotemi) che possono favorire o ostacolare l’apprendimento attraverso la simulazione nella formazione infermieristica universitaria, raggruppati in quattro temi: Realismo e ambiente; Lavoro di gruppo; Formazione infermieristica; Apprendimento infermieristico e abilità degli studenti. Di questi, 19 sono stati identificati come facilitatori e 10 come ostacoli. Conclusione: la sintesi degli aspetti che favoriscono o ostacolano l'apprendimento con la simulazione degli studenti di infermieristica, potrebbe fornire spunti utili per guidare lo sviluppo di programmi di formazione basati sulla simulazione efficaci ed efficienti, soprattutto dopo il periodo Covid-19 che ha accelerato l'uso delle tecnologie in ambito educativo. Parole chiave Simulazione, Barriere; Facilitatori; Revisione integrativa; Formazione infermieristica universitaria.
Facilitatori e barriere all'apprendimento attraverso la simulazione a bassa, media o alta fedeltà nella formazione infermieristica universitaria: una revisione integrativa
SERVI, PIERPAOLO
2022/2023
Abstract
Objective: To critically summarize facilitators and barriers to learning through low, medium, or high-fidelity simulation in undergraduate nursing education. Background: Simulation is useful in creating a learning environment that contributes to rich nursing students' knowledge, competence, and critical thinking. However, some criticalities are recognized in simulation-based learning, such as, the complexity of scenarios and choice of tools often result in higher costs, or the need for specific competencies in teachers. Accordingly, understanding facilitators and barriers to learning through simulation in undergraduate nursing education will enhance high-technology approaches in curricula and produce positive educational outcomes. Design: An integrative review according to Whittemore & Knafl framework was conducted. Data source: A systematic search was conducted on five databases: PubMed, Web of Science, Scopus CINAHL and PsychINFO (via EBSCOhost). The databases were searched from 2012 to June 2022. Inclusion criteria: We included studies considering baccalaureate nursing students, that used low, medium or high-fidelity simulation during the degree course; studies reporting barriers and/or facilitators to the use of simulation; any primary quantitative, qualitative or mixed method study written in English or Italian. Review methods: The included studies were assessed using the Mixed Methods Appraisal Tool (MMAT) Results: Results of 24 included studies brought out 29 key factors (i.e., sub-themes) that can foster or hinder learning through simulation in undergraduate nursing education, grouped in four themes: Realism and environment; Team working; Nursing education; Nursing learning and students’ abilities. 19 of these were identified as facilitators and 10 as barriers. Conclusion: Synthesis of favor or hinder aspects the learning with simulation of nursing students, could provide useful hints to guide the development of effective and efficient simulation training programs, especially after Covid-19 period that had accelerated the use of technologies in educational setting. Keywords Simulation, Barriers; Facilitators; Integrative review; Undergraduate nursing education.È consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
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https://hdl.handle.net/20.500.14239/16866