Results | Outcome measure, instruments, intervention | Study aims | Method Participants Setting | Author(s), year, location |
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Findings of this study indicated that students’ self-efficacy decreased following the first simulation but improved significantly after repeated simulations. | - Self-efficacy - General self-efficacy (ten questions) - Using HF simulator | Aim of the study was to assess the effect of repeated simulation experiences on self-efficacy among nursing undergraduate students. | Method: A quasi-experimental one-group repeated measures design Participants: Junior level 3 students and senior level 4 (N = 126) Setting: College of Nursing and Health Professions in a private university located in the Midwest USA | Al Gharibi et al. (2021) USA | 1 | |||
Findings of this study indicate that simulation training positively increased the self-efficacy and reduced the anxiety of nursing students. | - Self-efficacy, Anxiety - Demographic characteristics and perceived self-efficacy about paediatric practice skills for student (50 items) - State–Trait Anxiety Inventory (20 items) - Using simulation mannequin | Aims of the study were to determine the effectiveness of classical and simulation-based paediatric nursing training on nurse students’ perceptions of self-efficacy and anxiety levels in clinical practice in Turkey. | Method: A two-group non-randomised quasi-experimental study Participants: Third-year students (N = 227) Setting: Health Sciences faculties in Konya | Arslan et al. (2018) Turkey | 2 | |||
Findings of this study indicate that nursing students’ competence, self-efficacy and educational satisfaction improve following repeated simulation training. | - Self-efficacy, nursing students’, Competence, Satisfaction - Using LES (15 items) - Using SBLES (37 items) - Using LSS (8 items) - Using HFS | Aims of the study were to investigate the effects of repeated exposure to nursing simulations on nursing students’ perceptions of their competencies, learning satisfaction and self-efficacy. | Method: An experimental design using self-administered questionnaires with a one-group repeated measurement design Participants: senior students (N = 79). Setting: University simulation centre in southern Taiwan | Hung et al. (2021) Taiwan | 3 | |||
Findings of this study indicated that students’ self-efficacy increased following the combination of traditional and simulation-based lessons. | - Self-efficacy, Learning process, Knowledge - Self-efficacy questionnaire - Learning Rating Scale (LRS) - Using live actors - Role play and dummies | Aims of the study were to evaluate the effect of clinical simulation in conjunction with theory-based lessons, as well as students’ perceptions of the learning process and self-efficacy. | Method: Controlled intervention study Participants: (N = 74) Setting: Hospital emergency department (ED) | Jørgensen et al. [34] Denmark | 4 | |||
Findings of this study indicate student self-efficacy and proficiency decreased post exposure to simulation training. | - Self-efficacy, Performance - General Self-Efficacy Scale (GSE) (23 items). - Proficiency Assessment Form (PAF) (4 items) - Using a standardised patient | Aims of the study were to explore the impact of simulation-based learning on first-year nursing students’ performance and self-efficacy. | Method: Semi-experimental study Participants: First-year nursing students (N = 65). Setting: None | Karabacak et al. (2019) Turkey | 5 | |||
Findings of this study indicate that students’ self-efficacy and critical thinking were increased following simulation training. | - Self-efficacy, Critical thinking - Using a general self-efficacy subscale (17 items) - Using the Critical Thinking Skills Tool (27 items) - Using role play simulation and HFS | Aims of the study were to evaluate the effects of simulation education on nursing students’ self-efficacy and critical thinking skills in emergency cardiac arrest. | Method: Using a two-group, cross-over quasi-experimental design Participants: Fourth-year students (N = 76). Setting: None | Kim (2018) South Korea | 6 | |||
Findings of this study found that problem solving and academic self-efficacy were higher in the experimental group after HFPS led clinical reasoning, but no statistically significant differences were found. However, nursing core competencies did improve significantly. | - Problem solving, Academic self-efficacy, Nursing core competencies - Academic Self-efficacy Tool (28 questions) - Problem-solving Skills Assessment Tool (24 questions) - Core Competencies Measurement Tool (70 questions) - Using high-fidelity simulation | Aims of the study were to examine the effects of high-fidelity patient simulation on undergraduate nursing students’ clinical reasoning skills. | Method: A quasi-experimental study of non-equivalent control group pre-test–post-test design Participants: Senior nursing students (N = 49) Setting: Nursing college in Seoul | Lee et al. (2016) Korea | 7 | |||
Findings of this study were that students’ self-efficacy, communication skills and clinical competence were improved after participating in simulation training. | - Communication skill, Self-efficacy, Clinical competence - Using communication skill (CS) (ten questions) - Using GSE Scale (14 items) - Using Clinical Competence Scale (CCS) (24 questions) - Using moderate-fidelity medical and critical simulators | Aim of the study was to assess simulation-based training’s effect on nursing students’ self-efficacy, communication skills and clinical competence. | Method: A quasi-experimental one-group pre-test–post-test design Participants: Third- and fourth-year undergraduate nursing students (N = 100) Setting: University of Bisha, Saudi Arabia | Mohamed and Fashafsheh (2019) Saudi Arabia | 8 | |||
Findings of this study indicate that simulation training significantly increases a student’s self-efficacy, critical thinking and learning motivation. | - Self-efficacy, Critical thinking, Learning motivation, Performance, satisfaction - Using GSE Scale (17 items) - Using Critical Thinking Disposition Scale (27 items) - Using Instructional Materials Motivation Scale (27 items) - Using skill performance test - Using LFS and HFS | Aim of the study was to assess the impact of simulation teaching strategies applied to a nursing practicum based on the Jeffries Simulation Framework toward self-efficacy, critical thinking and motivation for learning among senior nursing students. | Method: Pre- and post-test, one-group intervention design Participants: Senior fourth-year undergraduate nursing students (N = 69) Setting: A university in Suwon | Park et al. (2017) South Korea | 9 | |||
Findings of this study revealed that self-efficacy of nursing students significantly improved after the clinical practicum compared to baseline. | - Self-efficacy, Knowledge - Resuscitation Self-Efficacy Scale (17 items) - Using mannequins (Resusci Anne) | Aims of the study were to examine mastery learning and self-efficacy in nursing students through integrated simulation-based resuscitation skills training. | Method: A single-group pre- and post-test design Participants: Second-year nursing students (n = 255) Setting: Simulation centre at a college of nursing | Roh et al. (2016) Korea | 10 | |||
Findings of this study showed a significant difference in self-efficacy between the groups. However, no significant difference emerged between the groups in performance. | - Self-efficacy - Using self-efficacy questionnaire (11 items) - Using professional actors and peer role play | Aims of the study were to evaluate the effectiveness of two training approaches, simulated patient and peer role play, on nursing students’ performance and self-efficacy in an AED simulation. | Method: A pre- and post-test design, a quasi-experimental study Participants: Fourth-year nursing students (N = 44). Setting: None | Yeung (2019) Hong Kong | 11 | |||