1st Author, Yr. (Country) | Participants | Study design | n M - Age (SD) | M – Experience (SD) | Procedural Setting | Intervention content | Comparator | Outcome | Measure | ||
---|---|---|---|---|---|---|---|---|---|---|---|
I | C | I | C | Â | Â | Â | Â | Â | |||
Pun, 2016 (Hong Kong) | Registered nurse and enrolled nurses | RCT, 2 arms | 20 - | 20 - | - | - | HD Unit | Procedural Skill and Specialty Care | Conventional training | Knowledge; skills competence | Self-developed instrument: HD knowledge test and HD skills competence checklist |
Tsai, 2008 (Taiwan) | Novice nurses | RCT, 2 arms | 11 22.6 (0.6) | 12 22.7 (22.8) | 0 | 0 | Clinic | Procedural skills | Classroom teaching | Knowledge; clinical application; satisfaction in experimental group | Self-developed instrumentXXXeteriorons on knowledge, clinical applications, and satisfaction) |
Wilfong, 2011 (USA) | Registered nurses | RCT, 2 arms | 20 36.77 (-) | 21 43.64 (-) | 10.3 (-) | 17.1 (-) | Large teaching hospital | Procedural skills | Traditional method of teaching | Number of tries to successfully insert an IV | Peripheral IV insertion survey |
Zhang, 2021 (China) | Registered nurses | RCT, 2 arms | 60 - | 60 - | - | - | Emergency unit | Specialty care | Conventional training for 3 months | Capacity of emergency care; theoretical assessment; technical skills; preparedness for possible pandemic | Self-developed instrument (The emergency care capability rating scale; MCQ test for theoretical assessment; skill assessment tool); DPET |
Chang, 2002 (China) | Registered nurses and enrolled nurses | RCT, 2 arms | 14 - | 14 - | 11.71 (6.22) | 10.14 (6.88) | Community | Procedural skills | Conventional teaching method using a plastic arm | Successful cannulation; anxiety level; intravenous cannulation performance; experience in VR learning | STAI; cannulation checklist; 4-question semi-structured interview to review the learning experience |
Huang, 2021 (Taiwan) | Newly graduated registered nurses | Quasi-experiment, 2-group | 38 26 (-) | 36 25 (-) | 0 | 0 | Hospital | Procedural skill | Conventional flipped learning mode | Decision-making; learning achievement performance; problem-solving tendency; meta-cognition tendency; classroom engagement | Self-developed instrument (MCQ to evaluate knowledge; decision-making test rubric; the problem-solving tendency questionnaire; the meta-cognition tendency questionnaire; the classroom engagement questionnaire) |
Liaw, 2015 (Singapore) | Registered nurse | RCT, 2 arms | 35 25.58 (3.19) | 35 - | - | - | Acute nursing care | Specialty care | No intervention | Performance; perception | RAPIDS; questionnaire survey on perception |
Roh, 2013 (Korea) | Nurses | RCT, 2 arms | 18 - | 20 - | - | - | Hospital | Specialty care | Mannequin-based simulation with SimMan® | Know-ledge; self-efficacy; satisfaction | MCQs based on AHAACLFCQ; self-developed instrument to measure self-efficacy and satisfaction |
Chang, 2021 (Taiwan) | Nursing staff | Quasi-experiment, 2-group | 39 - | 37 - | 8.6 (-) | 8.8 (-) | Chemotherapy unit | Specialty care | Traditional training approach | Learning achievement; learning attitudes; learning satisfaction; problem-solving skill | Self-developed instrument (learning achievement test, learning attitudes questionnaire, learning satisfaction questionnaire and eight cases for problem-solving skill test) |
Green, 2017 (USA) | Registered nurse | Quasi-experiment, 2-group | 17 - | 15 - | - | - | Neonatal unit | Procedural skill | Live neonatal resuscitation simulations | Performance and retention of the neonatal resuscitation skills include: group function, preparation, communication, oxygen administration, ventilation, and chest compressions | The scoring tool for adherence to neonatal resuscitation guidelines |
Luo, 2021 (China) | Newly graduated registered nurses | Quasi-experiment, 2-group | 16 21.94 (1.29) | 14 22.31 (0.70) | 0 | 0 | Hospital | Specialty care | Case study | Clinical judgment; self-confidence; satisfaction | Lasater clinical judgment rubric (LCJR); student self-confidence in learning scale; simulation design scale (SDS) |
Zhong, 2021 (China) | Newly registered nurses | Quasi-experiment, 2-group | 43 22.05 (0.82) | 43 21.79 (0.72) | 0 | 0 | Emergency unit | Specialty care | Traditional learning methods | Emergency response ability; self-directed learning ability | AQCFCN-NED; RSSLCN |