Al-Ghareeb Amal Z, Cooper Simon J
Saudi Arabia Cultural Mission in Canberra, Ministry of Higher Education, Saudi Arabia; School of Nursing and Midwifery, Monash University, Berwick Campus, PO Box 1071, Narre Warren, VIC 3805, Australia.
School of Nursing, Midwifery and Healthcare, Federation University Australia, Gippsland Campus, Churchill, VIC, Australia.
Nurse Educ Today. 2016 Jan;36:281-6. doi: 10.1016/j.nedt.2015.08.005. Epub 2015 Aug 19.
This integrative review identified, critically appraised and synthesised the existing evidence on the barriers and enablers to using high-fidelity human patient simulator manikins (HPSMs) in undergraduate nursing education.
In nursing education, specifically at the undergraduate level, a range of low to high-fidelity simulations have been used as teaching aids. However, nursing educators encounter challenges when introducing new teaching methods or technology, despite the prevalence of high-fidelity HPSMs in nursing education.
An integrative review adapted a systematic approach.
Medline, CINAHL plus, ERIC, PsychINFO, EMBASE, SCOPUS, Science Direct, Cochrane database, Joanna Brigge Institute, ProQuest, California Simulation Alliance, Simulation Innovative Recourses Center and the search engine Google Scholar were searched. Keywords were selected and specific inclusion/exclusion criteria were applied.
The review included all research designs for papers published between 2000 and 2015 that identified the barriers and enablers to using high-fidelity HPSMs in undergraduate nursing education.
Studies were appraised using the Critical Appraisal Skills Programme criteria. Thematic analysis was undertaken and emergent themes were extracted.
Twenty-one studies were included in the review. These studies adopted quasi-experimental, prospective non-experimental and descriptive designs. Ten barriers were identified, including "lack of time," "fear of technology" and "workload issues." Seven enablers were identified, including "faculty training," "administrative support" and a "dedicated simulation coordinator."
Barriers to simulation relate specifically to the complex technologies inherent in high-fidelity HPSMs approaches. Strategic approaches that support up-skilling and provide dedicated technological support may overcome these barriers.
本综合性综述识别、批判性评价并综合了关于本科护理教育中使用高仿真人体患者模拟模型（HPSMs）的障碍与促进因素的现有证据。
在护理教育中，尤其是本科阶段，一系列从低到高保真度的模拟已被用作教学辅助工具。然而，尽管高保真HPSMs在护理教育中很普遍，但护理教育工作者在引入新的教学方法或技术时仍面临挑战。
一项综合性综述采用了系统的方法。
检索了医学数据库（Medline）、护理学与健康领域数据库（CINAHL plus）、教育资源信息中心（ERIC）、心理学文摘数据库（PsychINFO）、荷兰医学文摘数据库（EMBASE）、科学引文索引数据库（SCOPUS）、科学Direct数据库、考克兰数据库、乔安娜·布里格斯循证卫生保健中心（Joanna Brigge Institute）、ProQuest数据库、加利福尼亚模拟联盟、模拟创新资源中心以及搜索引擎谷歌学术。选择了关键词并应用了特定的纳入/排除标准。
该综述纳入了2000年至2015年间发表的所有研究设计的论文，这些论文识别了本科护理教育中使用高保真HPSMs的障碍与促进因素。
使用批判性评价技能计划标准对研究进行评价。进行了主题分析并提取了新出现的主题。
该综述纳入了21项研究。这些研究采用了准实验、前瞻性非实验和描述性设计。识别出了10个障碍，包括“时间不足”“对技术的恐惧”和“工作量问题”。识别出了7个促进因素，包括“教师培训”“行政支持 ”和“专门的模拟协调员”。
模拟的障碍具体与高保真HPSMs方法中固有的复杂技术有关。支持技能提升并提供专门技术支持的战略方法可能会克服这些障碍。
