Kiang Wu Nursing College of Macau SAR, China; Kiang Wu Nursing College of Macau, Est. Repouso No. 35, R/C, Macau SAR, China.
Nurse Educ Today. 2022 Sep;116:105435. doi: 10.1016/j.nedt.2022.105435. Epub 2022 Jun 11.
To explore the effects of different lengths of the three key steps (prebriefing, simulation, and debriefing) of high-fidelity simulation (HFS) on the knowledge and skills of undergraduate nursing students.
A systematic review and meta-analysis.
A systematic search was conducted for Chinese and English publications from the Web of Science, PubMed, Embase, Cochrane, and two Chinese databases (Wanfang and CNKI) up to November 24, 2021.
Two independent raters screened the retrieved studies and extracted data based on a coding protocol from the studies that met the inclusion criteria. Data were synthesized using meta-analytic procedures based on a random-effect model and computing effect sizes by standard mean differences (SMD) with a 95% confidence interval (CI).
Forty-four studies were included, and 23 studies were analyzed. High-fidelity simulation (HFS) with debriefing of 10 min or less (SMD = 1.18), simulation of 15-20 min (SMD = 1.43), and debriefing of 11-30 min (SMD = 1.19) showed larger effect sizes for knowledge, while HFS with debriefing of >10 min (SMD = 0.91), simulation of 15 min or less (SMD = 0.89), and over 30 min of debriefing cultivation (SMD = 0.84) showed larger effect sizes for skill.
During the prebriefing, simulation, and debriefing, shorter sessions are more effective for improving knowledge in BSN students, whereas longer sessions are most effective for improving skills in BSN students. Nurse educators can schedule HFS to meet the expectations of learning outcomes based on the actual situation.
探讨高保真模拟（HFS）三个关键步骤（预介绍、模拟、讨论）的不同时长对本科护理学生知识和技能的影响。
系统回顾和荟萃分析。
从 Web of Science、PubMed、Embase、Cochrane 以及两个中文数据库（万方和知网）系统地检索了 2021 年 11 月 24 日之前发表的中文和英文文献。
两名独立的评估员根据纳入标准筛选检索到的研究，并根据研究的编码方案提取数据。使用基于随机效应模型的荟萃分析程序和计算标准均数差（SMD）的 95%置信区间（CI）来综合数据。
共纳入 44 项研究，其中 23 项进行了分析。高保真模拟（HFS），讨论时间少于 10 分钟（SMD=1.18）、模拟时间 15-20 分钟（SMD=1.43）和讨论时间 11-30 分钟（SMD=1.19）对知识的影响较大，而讨论时间超过 10 分钟（SMD=0.91）、模拟时间 15 分钟或更短（SMD=0.89）和讨论时间超过 30 分钟（SMD=0.84）对技能的影响较大。
在预介绍、模拟和讨论中，较短的时间对提高 BSN 学生的知识更有效，而较长的时间对提高 BSN 学生的技能最有效。护理教育者可以根据实际情况安排 HFS 以满足学习成果的期望。
