Background: In general, simulation-based learning (SBL) has been a part of nursing education in the past two decades, though nursing educators are facing difficulties in evaluating its effectiveness in theory and practice. The aim of this review was to synthesize the research findings regarding the effects of SBL among nursing students from published scientific articles. Methods: This integrative review focused on articles published in English between 2016 and 2020, identified by using electronic databases such as Cochrane Library, PubMed, Medline (Ovid), SCOPUS, RISS, and Korea Med. Results: Fifteen articles were selected by a step-by-step process. Data were synthesized and effects of SBL methods were derived under four themes: ‘Knows A Self Com_p’ such as knowledge and skills; Attitude; Self (learning, efficacy, determination, competency, confidence, utilization, satisfaction, assessment); and Com(n) (competency, communication, and confidence) and P (perceptions and performance). Conclusion: The review results showed that SBL is the best method for teaching clinical practice. Article-focused simulations with simulators were more effective than classroom teaching, depending on the context, topic, and method. The overall results showed that SBL is a positive, safe and effective method for nursing students in clinical and simulation room settings to improve the skills and practice of client care.
Effects of Nursing Simulation-Based Education on Problem Solving Process and Self-efficacy of Nursing College Students
