A systematic review of the effectiveness of simulation-based education on satisfaction and learning outcomes in nurse practitioner programs. (November 2016)

• Record Type: Journal Article
• Authors: Warren, Jessie N.; Luctkar-Flude, Marian; Godfrey, Christina; Lukewich, Julia
• Is Part Of: Nurse education today. Volume 46(2016)
• Page Start: 99
• Page End: 108
• Publication Date: 2016-11
• Subjects: Acute care -- Advanced practice nurses -- Education -- High-fidelity -- Nurse practitioners -- Patient simulation -- Primary care; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2016.08.023
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: High-fidelity simulation (HFS) is becoming an integral component in healthcare education programs. There is considerable evidence demonstrating the effectiveness of HFS on satisfaction and learning outcomes within undergraduate nursing programs; however, there are few studies that have investigated its use and effectiveness within nurse practitioner (NP) programs. Objective: To synthesize the best available evidence about the effectiveness of HFS within NP education programs worldwide. The specific review question was: what is the effect of HFS on learner satisfaction, knowledge, attitudes, and skill performance in NP education? Methods: Joanna Briggs Institute systematic review methodology was utilized. The following databases were searched: MEDLINE, CINAHL, EMBASE, Epistemonikos, PROSPERO, HealthSTAR, AMED, Cochrane, Global Health and PsycINFO. Studies were included if they were quantitative in nature and reported on any aspect HFS within a NP program. Results: Ten studies were included in the review. All studies were conducted in the United States and published between 2007 and 2014. Outcomes explored included: knowledge, attitudes, skills and satisfaction. The majority of studies compared HFS to online learning or traditional classroom lecture. Most study scenarios featured high acuity, low frequency events within acute care settings; only two studies utilized scenarios simulated within primary care. Conclusions: There is limited evidence supporting the use of HFS within NP programs. In general, HFS increases students' knowledge and confidence, and students are more satisfied with simulation-based teaching in comparison to other methods. Future studies should explore the effectiveness of simulation training within NP programs in reducing the theory to practice gap, and evaluate knowledge retention, transferability to real patient situations, and impact of simulation on patient outcomes. Highlights: Few studies have investigated high fidelity simulation in nurse practitioner programs. Review identified ten studies exploring high fidelity simulation with nurse practitioners. Most studies have explored a single simulation event within an acute care setting. High fidelity simulation has increased knowledge, confidence, and satisfaction. High fidelity simulation may be key aspect in preparing nurse practitioner students.