Adib-Hajbaghery Mohsen, Sharifi Najmeh
Trauma Nursing Research Center, Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, Iran.
Department of Nursing, College of Nursing, Falavarjan Branch, Islamic Azad University, Isfahan, Iran.
Nurse Educ Today. 2017 Mar;50:17-24. doi: 10.1016/j.nedt.2016.12.011. Epub 2016 Dec 20.
To gain insight into the existing scientific evidence on the effect of simulation on critical thinking in nursing education.
A systematic literature review of original research publications.
In this systematic review, the papers published in English and Farsi databases of PubMed, Science Direct, ProQuest, ERIC, Google Scholar and Ovid, MagIran and SID, from 1975 to 2015 were reviewed by two independent researchers.
Original research publications were eligible for review when they described simulation program directed on nursing student and nurses; used a control group or a pretest post-test design; and gave information about the effects of simulation on critical thinking. Two reviewers independently assessed the studies for inclusion. Methodological quality of the included studies was also independently assessed by the reviewers, using a checklist developed by Greenhalgh et al. and the checklist of Cochrane Center. Data related to the original publications were extracted by one reviewer and checked by a second reviewer. No statistical pooling of outcomes was performed, due to the large heterogeneity of outcomes.
After screening the titles and abstracts of 787 papers, 16 ones were included in the review according to the inclusion criteria. These used experimental or quasi-experimental designs. The studies used a variety of instruments and a wide range of simulation methods with differences in duration and numbers of exposures to simulation. Eight of the studies reported that simulation training positively affected the critical thinking skills. However, eight studies reported ineffectiveness of simulation on critical thinking.
Studies are conflicting about the effect of simulation on nurses and nursing students' critical thinking. Also, a large heterogeneity exists between the studies in terms of the instruments and the methods used. Thus, more studies with careful designs are needed to produce more credible evidence on the effectiveness of simulation on critical thinking.
深入了解模拟教学对护理教育中批判性思维影响的现有科学证据。
对原始研究出版物进行系统的文献综述。
在本系统综述中，两名独立研究人员对1975年至2015年期间发表在PubMed、Science Direct、ProQuest、ERIC、谷歌学术和Ovid的英文数据库以及MagIran和SID的波斯文数据库中的论文进行了综述。
当原始研究出版物描述针对护理专业学生和护士的模拟项目；使用对照组或前测后测设计；并提供模拟对批判性思维影响的信息时，这些出版物才有资格进行综述。两名评审员独立评估研究是否纳入。评审员还使用Greenhalgh等人制定的清单和Cochrane中心的清单独立评估纳入研究的方法学质量。与原始出版物相关的数据由一名评审员提取，另一名评审员进行核对。由于结果存在很大异质性，未进行结果的统计合并。
在筛选了787篇论文的标题和摘要后，根据纳入标准，有16篇被纳入综述。这些研究采用了实验性或准实验性设计。研究使用了各种工具和广泛的模拟方法，在模拟的持续时间和接触次数上存在差异。八项研究报告称模拟训练对批判性思维技能有积极影响。然而，八项研究报告模拟对批判性思维无效。
关于模拟对护士和护理专业学生批判性思维的影响，研究结果相互矛盾。此外，在所用工具和方法方面，研究之间存在很大异质性。因此，需要更多设计严谨的研究，以产生关于模拟对批判性思维有效性的更可靠证据。
