Norman Jamil
Grambling State University, Louisiana, USA.
ABNF J. 2012 Spring;23(2):24-8.
Simulation-based learning is an educational intervention which creates an environment that is conducive to experiential learning. Despite the prevalence of research on the influence of simulation on nursing education, there is a dearth of literature on the effectiveness of simulation-based learning. This systematic review examines literature on simulation outcomes in nursing education from the years 2000-2010. The electronic databases reviewed for the systematic review of the literature included: CINAHL Plus, Medline, Health Source: Nursing/Academic Education, Google Scholar, and Digital Dissertations and Theses through ProQuest. The MeSH search terms included "simulation outcomes measurement" and "nursing education". Seventeen studies were included in the review of the literature. The literature was categorized into three themes; internal outcomes, external outcomes, and clinical evaluation. The available literature on simulation and nursing education provides evidence that that simulation is useful in creating a learning environment which contributes to knowledge, skills, safety, and confidence. This systematic review of the literature revealed a gap in the literature pertaining to the transfer of these outcomes to the clinical setting, and lays a foundation for further research on outcomes specific to simulation and nursing education.
基于模拟的学习是一种教育干预手段，它营造了一个有利于体验式学习的环境。尽管关于模拟对护理教育影响的研究颇为普遍，但有关基于模拟的学习效果的文献却十分匮乏。本系统综述考察了2000年至2010年间护理教育中模拟结果的相关文献。此次文献系统综述所检索的电子数据库包括：护理学与健康领域数据库（CINAHL Plus）、医学期刊数据库（Medline）、健康资源：护理/学术教育数据库、谷歌学术以及通过ProQuest检索的数字学位论文。医学主题词（MeSH）检索词包括“模拟结果测量”和“护理教育”。共有17项研究纳入此次文献综述。这些文献被归为三个主题：内部结果、外部结果和临床评估。关于模拟与护理教育的现有文献表明，模拟有助于营造一个有助于知识、技能、安全和信心培养的学习环境。此次文献系统综述揭示了在将这些结果转化到临床环境方面的文献空白，并为进一步研究模拟和护理教育的特定结果奠定了基础。
