Husebø Sissel Eikeland, Silvennoinen Minna, Rosqvist Eerika, Masiello Italo
1Faculty of Health Sciences, University of Stavanger, Stavanger, Norway.
2Department of Surgery, Stavanger University Hospital, Stavanger, Norway.
Adv Simul (Lond). 2018 Jul 4;3:12. doi: 10.1186/s41077-018-0071-8. eCollection 2018.
Based on common geography, sociopolitics, epidemiology, and healthcare services, the Nordic countries could benefit from increased collaboration and uniformity in the development of simulation-based learning (SBL). To date, only a limited overview exists on the Nordic research literature on SBL and its progress in healthcare education. Therefore, the aim of this study is to fill that gap and suggest directions for future research.
An integrative review design was used. A search was conducted for relevant research published during the period spanning from 1966 to June 2016. Thirty-seven studies met the inclusion criteria. All included studies were appraised for quality and were analyzed using thematic analysis.
The Nordic research literature on SBL in healthcare revealed that Finland has published the greatest number of qualitative studies, and only Sweden and Norway have published randomized control trials. The studies included interprofessional or uniprofessional teams of healthcare professionals and students. An assessment of the research design revealed that most studies used a qualitative or a descriptive design. The five themes that emerged from the thematic analysis comprised technical skills, non-technical skills, user experience, educational aspects, and patient safety.
This review has identified the research relating to the progress of SBL in the Nordic countries. Most Nordic research on SBL employs a qualitative or a descriptive design. Shortcomings in simulation research in the Nordic countries include a lack of well-designed randomized control trials or robust evidence that supports simulation as an effective educational method. In addition, there is also a shortage of studies focusing on patient safety, the primary care setting, or a combination of specialized and primary care settings. Suggested directions for future research include strengthening the design and methodology of SBL studies, incorporating a cross-country comparison of studies using simulation in the Nordic countries, and studies combining specialized and primary care settings.
基于共同的地理、社会政治、流行病学和医疗服务，北欧国家可从加强基于模拟的学习（SBL）发展方面的协作与统一中受益。迄今为止，关于北欧SBL研究文献及其在医疗教育方面进展的综述有限。因此，本研究旨在填补这一空白并为未来研究提出方向。
采用综合综述设计。检索了1966年至2016年6月期间发表的相关研究。37项研究符合纳入标准。对所有纳入研究进行质量评估，并采用主题分析法进行分析。
北欧关于医疗保健领域SBL的研究文献表明，芬兰发表的定性研究数量最多，只有瑞典和挪威发表了随机对照试验。这些研究包括医疗保健专业人员和学生的跨专业或单一专业团队。对研究设计的评估显示，大多数研究采用定性或描述性设计。主题分析得出的五个主题包括技术技能、非技术技能、用户体验、教育方面和患者安全。
本综述确定了北欧国家与SBL进展相关的研究。北欧大多数关于SBL的研究采用定性或描述性设计。北欧模拟研究的不足包括缺乏设计良好的随机对照试验或有力证据支持模拟作为一种有效的教育方法。此外，关注患者安全、初级保健环境或专科与初级保健环境相结合的研究也很短缺。未来研究的建议方向包括加强SBL研究的设计和方法，纳入北欧国家使用模拟的研究的跨国比较，以及结合专科和初级保健环境的研究。
