Results

Outcome measure, instruments, intervention

Study aims

Method Participants Setting

Author(s), year, location

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