This literature review primarily aims to explore and synthesise the
previous studies in simulation education
research conducted over the past five years related to the effects of
simulation training on the self-efficacy of undergraduate pre-registration nursing students. The second aim
of this study is to explore additional outcome variables that were
examined in the previous studies. Five electronic databases were searched
systematically. These databases were MEDLINE, CINAHL Plus, Scopus, Embase and
PsycINFO. The PICO model was employed to identify the search terms, with a
thesaurus being used to provide synonyms. Reference lists of relevant articles
were examined and hand searches of journals were also undertaken. The quality
of each study was assessed using the Simulation Research Rubric (SRR). A total
of 11 studies were included. All studies
explored the impact of simulation education on undergraduate pre-registration
nursing. Six studies explored nursing
students’ competence and performance and two papers examined their critical
thinking. Problem solving, learning motivation, communication skills and knowledge
acquisition were examined once. The majority of studies indicated that simulation training has a positive impact on
pre-registration nursing students’ self-efficacy and other outcome variables.
Furthermore, the study results indicate that simulation training is more
dependable than traditional training, and students were extremely satisfied
with the simulation training. However, most
of the studies included in this review had several gaps, including study
design, sample size and dissimilarities between the scales used. Further
research with large samples, reliable and valid instruments, and outcomes measures (such as critical thinking and
transferability of skills) is required to provide better insight into
the effectiveness of simulation in undergraduate nursing education.
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