Nursing Simulation and Transfer of Knowledge in Undergraduate Nursing Programs: A Literature Review.
Journal
Nursing education perspectives
ISSN: 1536-5026
Titre abrégé: Nurs Educ Perspect
Pays: United States
ID NLM: 101140025
Informations de publication
Date de publication:
Historique:
pubmed:
28
8
2018
medline:
10
9
2019
entrez:
28
8
2018
Statut:
ppublish
Résumé
The purpose of this literature review was to describe what research has been conducted on transfer of knowledge using high-fidelity patient simulation (HFPS) and determine what further research is needed. The use of HFPS has expanded rapidly in recent years. There is research suggesting that HFPS effectively educates nurses for clinical practice. An extensive literature search was conducted and analyzed for themes. Exclusion criteria were studies that focused only on graduate-level nursing education, accelerated programs, medical students, registered nurses, and use of low-fidelity simulation or standardized patients. Themes that emerged included competence, confidence, safety, timing, method and delivery. Study results varied, with only some showing transfer. More research is needed to determine how HFPS influences knowledge transfer to the clinical setting.
Sections du résumé
AIM
OBJECTIVE
The purpose of this literature review was to describe what research has been conducted on transfer of knowledge using high-fidelity patient simulation (HFPS) and determine what further research is needed.
BACKGROUND
BACKGROUND
The use of HFPS has expanded rapidly in recent years. There is research suggesting that HFPS effectively educates nurses for clinical practice.
METHOD
METHODS
An extensive literature search was conducted and analyzed for themes. Exclusion criteria were studies that focused only on graduate-level nursing education, accelerated programs, medical students, registered nurses, and use of low-fidelity simulation or standardized patients.
RESULTS
RESULTS
Themes that emerged included competence, confidence, safety, timing, method and delivery. Study results varied, with only some showing transfer.
CONCLUSION
CONCLUSIONS
More research is needed to determine how HFPS influences knowledge transfer to the clinical setting.
Identifiants
pubmed: 30148759
doi: 10.1097/01.NEP.0000000000000398
doi:
Types de publication
Journal Article
Review
Langues
eng