Effects of the simulation pedagogy utilization in undergraduate nursing and midwifery students' skill development, in low- and middle-income countries: A systematic review
Bibliographic record
Abstract
Objective: The development of a body of knowledge in simulation pedagogy is a source of enrichment of teaching methods, beneficial for the professional training of nurses and midwives. This review synthesized the effects of the simulation pedagogy utilization in undergraduate nursing and midwifery students' skill development in low- and middle-income countries (LMICs).Methods: The search for primary research papers was conducted in PubMed, CINAHL, ERIC, and EMBASE. For additional papers, hand-searching was performed in key journals. All studies published in the English language between 2011 and 2020 were included. Titles and abstracts were screened after removing duplicates and then full texts of the remaining studies. Thirteen research studies were initially selected for a full review, with fifteen studies that fulfilled inclusion criteria included in the final analysis. The quality of studies was appraised using the Mixed Methods Appraisal Tool. A narrative approach was used for synthesizing data. Results: Of the fifteen primary studies included in the review, there are three qualitative studies, ten quantitative studies, and two mixed methods studies. Among these studies, five were conducted in Turkey, three in South Africa, two in Ethiopia, one in Jordan, one in Kenya, one in Zambia, one in Brazil, and one in China. Student-level outcomes measured included knowledge, attitudes, skill performance, and satisfaction. Most of the outcomes at the reaction level demonstrated students’ satisfaction. At the learning level, outcomes involve knowledge (knowing), attitudes (feeling), and skills (doing).Conclusions: Educators and researchers in undergraduate education programs need evidence to inform best practice strategies for students’ skill development. This research presents preliminary evidence of the effects of the simulation pedagogy utilization in undergraduate nursing and midwifery students' skill development on satisfaction, knowledge, attitudes, and skills. In addition, it could enlighten policymakers, managers and educators in LMICs countries on the need to use simulation pedagogy in nursing and midwifery professional training institutes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.047 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.006 | 0.005 |
| Bibliometrics | 0.008 | 0.009 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".