[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Contact us::
Site Facilities::
Search in website

Advanced Search
Receive site information
Enter your Email in the following box to receive the site news and information.
Registered in



Open Access Policy
:: Volume 14, Issue 3 (2022) ::
RME 2022, 14(3): 18-28 Back to browse issues page
Designing a Simulation-Based Nursing Education Curriculum Framework
H Ostadhasanloo , F Mahmoodi * , Y Adib , V Zamanzadeh
Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran , firoozmahmoodi@tabrizu.ac.ir
Abstract:   (1096 Views)
Introduction: Nowadays, simulation in nursing education is a constant component in preparing and improving the clinical performance of nurses and is part of the curriculum of most undergraduate nursing programs. The aim of this study was to design a curriculum model based on simulation in nursing education through synthesis research method.
Methods:This qualitative research with aim of identifying components of curriculum based on simulation using directed content analysis method has been done The inclusion criteria for this study included all valid scientific research related to the subject between 2007 and 2021. By regular searches in the databases of PubMed, ProQuest, ScienceDirect, Eric, Springer, CINAHL, 230 identified studies and 80 studies for the final review was selected. The researcher-made worksheet form was used to collect, record and report the initial research information. Findings were analyzed using the seven-stage qualitative content analysis. To ensure the coding method, two evaluators were used to re-codify the findings and to confirm the reliability of the Cohen Kappa coefficient formula was used. In this study, the agreement between the evaluators was 0. 81 or 81%.
Results: Based on the results, the logic of this curriculum includes increasing critical thinking, increasing self-esteem, increasing competence, increasing team, and group cooperation, increasing self-efficacy, increasing patient safety, and its goals include creating basic knowledge, acquiring diagnostic skills, assistance Transferring learning, reducing the gap between clinical environments and theory classes, helps to increase the attractiveness of education, which can be achieved through methods such as role-playing, collaborative learning, problem-based learning, and so on.
Conclusion: The results showed that the simulation-based curriculum could fill the gap between theory and practice in nursing education.
Keywords: Curriculum model, simulation, education, nursing
Full-Text [PDF 628 kb]   (400 Downloads)    
Type of Study: Research | Subject: curriculum, Educational Planning
1. Hayden JK, Smiley RA, Alexander M, Kardong-Edgren S, Jeffries PR. The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation 2014; 5(2): S3-40. [DOI:10.1016/S2155-8256(15)30062-4]
2. Edward MI, Chukwuka L. Simulation in Nursing Education: Implications for Nurse Educators and Nursing Practice. Simulation 2020; 3(1): 13-23.
3. Ironside PM, McNellis AM. Clinical education in prelicensure nursing programs: Findings from a national survey. Nursing Education Perspectives 2010; 31(4): 264-265.
4. Elshama SS. How to Use Simulation in Medical Education. Scholars' Press; 2016.
5. Chacko TV. Simulation-based medical education: Using best practices and curriculum mapping to maximize educational benefits in the context of shift toward competency-based medical education. Archives of Medicine and Health Sciences 2017; 5(1): 9.
6. Wall P, Andrus P, Morrison P. Bridging the theory practice gap through clinical simulations in a nursing under-graduate degree program in Australia. International Journal of Learning, Teaching and Educational Research 2014;8(1):127-135.
7. Cant RP, Cooper SJ. Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse education today 2017; 49: 63-71. [DOI:10.1016/j.nedt.2016.11.015]
8. Victor J, Ruppert W, Ballasy S. Examining the relationships between clinical judgment, simulation performance, and clinical performance. Nurse Educator 2017; 42(5): 236-9. [DOI:10.1097/NNE.0000000000000359]
9. McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation‐based medical education research: 2003 -2009. Medical education 2010; 44(1): 50-63. [DOI:10.1111/j.1365-2923.2009.03547.x]
10. Park K, Ahn Y, Kang N, Sohn M. Development of a simulation-based assessment to evaluate the clinical competencies of Korean nursing students. Nurse education today 2016; 36: 337-41. [DOI:10.1016/j.nedt.2015.08.020]
11. Martins JC. Learning and development in simulated practice environments/Aprendizagem e desenvolvimento em contexto de prática simulada/Aprendizaje y desarrollo en el contexto de la práctica simulada. Revista de Enfermagem Referência 2017;4(12): 155. [DOI:10.12707/RIV16074]
12. Martins J, Baptista R, Coutinho V, Fernandes M, Fernandes A. Simulation in nursing and midwifery education. Copenhagen. WHO:2018.
13. Khamis NN, Satava RM, Alnassar SA, Kern DE. A stepwise model for simulation-based curriculum development for clinical skills, a modification of the six-step approach. Surgical endoscopy 2016;30(1): 279-87. [DOI:10.1007/s00464-015-4206-x]
14. Durham CF, Alden KR. Enhancing patient safety in nursing education through patient simulation. Patient safety and quality: An evidence-based handbook for nurses. Agency for Healthcare Research and Quality; 2008.
15. Beaubien JM, Baker DP. The use of simulation for training teamwork skills in health care: how low can you go? BMJ Quality & Safety 2004;13(suppl 1): i51-6. [DOI:10.1136/qshc.2004.009845]
16. Gaba DM. The future vision of simulation in healthcare. Simulation in Healthcare 2007;2(2): 126-35. [DOI:10.1097/01.SIH.0000258411.38212.32]
17. Aul K, Bagnall L, Bumbach MD, Gannon J, Shipman S, McDaniel A, Keenan G. A Key to Transforming a Nursing Curriculum: Integrating a Continuous Improvement Simulation Expansion Strategy. SAGE Open Nursing 2021; 7: 2377960821998524. [DOI:10.1177/2377960821998524]
18. Padrez KA, Brown J, Zanoff A, Chen CC, Glomb N. Development of a simulation-based curriculum for Pediatric prehospital skills: a mixed-methods needs assessment. BMC emergency medicine 2021;21(1): 1-0. [DOI:10.1186/s12873-021-00494-4]
19. Iman, MT, Noshadi M. [ Qualitative content analysis]. Research 2012; 2 (6): 15-44.[Persian]
20. Baghmirani M, Esmaili Givi MR, Hassanzadeh M, Noruzi AR.[Developing the Conceptual Model of Research Problem Finding Using Directed Content Analysis]. Human Information Interaction 2017;3(4):34-47. [Persian]
21. American Academy of Pediatrics, American Heart Association. NRP Neonatal Resuscitation Textbook 6th ed. American Academy of Pediatrics; 2011.
22. Committee IS. INACSL Standards of Best Practice: SimulationSM Simulation Glossary. Clinical Simulation in Nursing 2016; 12: 39-47. [DOI:10.1016/j.ecns.2016.09.012]
23. Billings DM, Halstead JA. Teaching in nursing e-book: A Guide for Faculty. Elsevier Health Sciences; 2019.
24. Boling B, Hardin-Pierce M. The effect of high-fidelity simulation on knowledge and confidence in critical care training: An integrative review. Nurse Education in Practice 2016;16(1): 287-93. [DOI:10.1016/j.nepr.2015.10.004]
25. Bowling AM, Underwood PW. Effect of simulation on knowledge, self‐confidence, and skill performance in the USA: A quasi‐experimental study. Nursing & health sciences 2016;18(3): 292-8. [DOI:10.1111/nhs.12267]
26. Abe Y, Kawahara C, Yamashina A, Tsuboi R. Repeated scenario simulation to improve competency in critical care: A new approach for nursing education. American Journal of Critical Care 2013; 22(1): 33-40. [DOI:10.4037/ajcc2013229]
27. Al Khasawneh E, Arulappan J, Natarajan JR, Raman S, Isac C. Efficacy of Simulation Using NLN/Jeffries Nursing Education Simulation Framework on Satisfaction and Self-Confidence of Undergraduate Nursing Students in a Middle-Eastern Country. SAGE open nursing 2021 Apr; 7: 23779608211011316. [DOI:10.1177/23779608211011316]
28. Akalin A, Sahin S. Obstetric simulation in undergraduate nursing education: An integrative review. In Nursing forum 2020; 55(3): 369-379. [DOI:10.1111/nuf.12437]
29. Kavanagh JM, Szweda C. A crisis in competency: The strategic and ethical imperative to assessing new graduate nurses' clinical reasoning. Nursing Education Perspectives 2017;38(2): 57-62. [DOI:10.1097/01.NEP.0000000000000112]
30. Hur HK, Roh YS. Effects of a simulation based clinical reasoning practice program on clinical competence in nursing students. Korean Journal of Adult Nursing 2013; 25(5): 574-84. [DOI:10.7475/kjan.2013.25.5.574]
31. Eyikara E, Baykara ZG. The importance of simulation in nursing education. World Journal on Educational Technology: Current Issues. 2017 Jan 2;9(1): 02-7. [DOI:10.18844/wjet.v9i1.543]
32. Foronda C, Liu S, Bauman EB. Evaluation of simulation in undergraduate nurse education: An integrative review. Clinical simulation in nursing 2013;9(10): e409-16. [DOI:10.1016/j.ecns.2012.11.003]
33. Lee J, Oh PJ. Effects of the use of high-fidelity human simulation in nursing education: A meta-analysis. Journal of Nursing Education 2015;54(9): 501-7. [DOI:10.3928/01484834-20150814-04]
34. Nodari CH, de Almeida DR, de Lima Nunes F, Sordi JD, Bez M. Characteristics transferred into simulation-based learning of nursing programs. Higher Education, Skills and Work-Based Learning 2020; 11(1):241-57. [DOI:10.1108/HESWBL-07-2019-0090]
35. Hustad J, Johannesen B, Fossum M, Hovland OJ. Nursing students' transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study. BMC nursing 2019; 18(1): 1-8. [DOI:10.1186/s12912-019-0376-5]
36. Hall K. Simulation-based learning in Australian undergraduate mental health nursing curricula: a literature review. Clinical Simulation in Nursing 2017; 13(8): 380-9. [DOI:10.1016/j.ecns.2017.04.002]
37. Walters B, Potetz J, Fedesco HN. Simulations in the classroom: an innovative active learning experience. Clinical Simulation in Nursing 2017; 13(12): 609-15. [DOI:10.1016/j.ecns.2017.07.009]
38. Ge X, Wang Q, Huang K, Law V, Thomas DC. Designing Simulated Learning Environments and Facilitating Authentic Learning Experiences in Medical Education. In Advancing Medical Education Through Strategic Instructional Design 2017 : 77-100. [DOI:10.4018/978-1-5225-2098-6.ch004]
39. Yu J, Kim M, Choi S, Lee S, Kim S, Jung Y, Kwak D, Jung H, Lee S, Lee YJ, Hyun SJ. Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey. BMC Medical Education 2020; 20(1): 1-9. [DOI:10.1186/s12909-020-02395-9]
40. Mehdipour-Rabori R, Bagherian B, Nematollahi M. Simulation-based mastery improves nursing skills in BSc nursing students: a quasi-experimental study. BMC nursing 2021;20(1): 1-7. [DOI:10.1186/s12912-020-00532-9]
41. Arundell F, Cioffi J. Using a simulation strategy: An educator's experience. Nurse Education in Practice 2005 ;5(5): 296-301. [DOI:10.1016/j.nepr.2005.03.001]
42. Jeffries PR. A framework for designing, implementing, and evaluating: Simulations used as teaching strategies in nursing. Nursing education perspectives 2005;2 6 (2): 96-103.
43. Schaefer KM, Zygmont D. Analyzing the teaching style of nursing faculty: Does it promote a student-centered or teacher-centered learning environment? Nursing education perspectives. 2003 Sep 1; 24 (5): 238-45. PMID: 14535144
44. Campbell SH, Nye C, Hébert SH, Short C, Thomas MH. Simulation as a Disruptive Innovation in Advanced Practice Nursing Programs: A Report from a Qualitative Examination. Clinical Simulation in Nursing 2021. [DOI:10.1016/j.ecns.2021.08.001]
45. Kunst EL, Henderson A, Johnston AN. A scoping review of the use and contribution of simulation in Australian undergraduate nurse education. Clinical Simulation in Nursing 2018; 19: 17-29. [DOI:10.1016/j.ecns.2018.03.003]
46. Amod HB, Brysiewicz P. Developing, implementing and evaluating a simulation learning package on post-partum haemorrhage for undergraduate midwifery students in KwaZulu-Natal. health sa gesondheid 2017; 22 (1): 194-201. [DOI:10.1016/j.hsag.2016.11.004]
47. Zitzelsberger H, Coffey S, Graham L, Papaconstantinou E, Anyinam C. Exploring Simulation Utilization and Simulation Evaluation Practices and Approaches in Undergraduate Nursing Education. Journal of Education and Practice 2017;8(3): 155-64. [DOI:10.21125/inted.2016.1479]
48. Raymond C, Usherwood S. Assessment in simulations. Journal of Political Science Education 2013;9(2): 157-67. [DOI:10.1080/15512169.2013.770984]
49. INACSL Standards Committee. INACSL standards of best practice: SimulationSM simulation design. Clinical Simulation in Nursing 2016; 12: S5-12. [DOI:10.1016/j.ecns.2016.09.005]
Send email to the article author

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Ostadhasanloo H, Mahmoodi F, Adib Y, Zamanzadeh V. Designing a Simulation-Based Nursing Education Curriculum Framework. RME 2022; 14 (3) :18-28
URL: http://rme.gums.ac.ir/article-1-1159-en.html

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 14, Issue 3 (2022) Back to browse issues page
پژوهش در آموزش علوم پزشکی Research in Medical Education