Effects of High-Fidelity Simulation Based on Life-Threatening Clinical Condition Scenarios on Learning Outcomes of Undergraduate and Postgraduate Nursing Students: A Systematic Review and Meta-Analysis

Objective The purpose was to analyse the effectiveness of high-fidelity patient simulation (HFPS) based on life-threatening clinical condition scenarios on undergraduate and postgraduate nursing students\u27 learning outcomes. Design A systematic review and meta-analysis were conducted based on the Cochrane Handbook for Systematic Reviews of Interventions and its reporting was checked against the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist. Data sources PubMed, Scopus, CINAHL with Full Text, Wiley Online Library and Web of Science were searched until July 2017. Author contact, reference and citation lists were checked to obtain additional references. Study selection To be included, available full-texts had to be published in English, French, Spanish or Italian and (a) involved undergraduate or postgraduate nursing students performing HFPS based on life-threatening clinical condition scenarios, (b) contained control groups not tested on the HFPS before the intervention, (c) contained data measuring learning outcomes such as performance, knowledge, self-confidence, self-efficacy or satisfaction measured just after the simulation session and (d) reported data for meta-analytic synthesis. Review method Three independent raters screened the retrieved studies using a coding protocol to extract data in accordance with inclusion criteria. Synthesis method For each study, outcome data were synthesised using meta-analytic procedures based on random-effect model and computing effect sizes by Cohen\u27s d with a 95% CI. Results Thirty-three studies were included. HFPS sessions showed significantly larger effects sizes for knowledge (d=0.49, 95% CI [0.17 to 0.81]) and performance (d=0.50, 95% CI [0.19 to 0.81]) when compared with any other teaching method. Significant heterogeneity among studies was detected. Conclusions Compared with other teaching methods, HFPS revealed higher effects sizes on nursing students\u27 knowledge and performance. Further studies are required to explore its effectiveness in improving nursing students\u27 competence and patient outcomes

The Efficacy of High-Fidelity Simulation on Knowledge and Performance in Undergraduate Nursing Students: An Umbrella Review of Systematic Reviews and Meta-Analysis

Objectives: This umbrella review aimed to consolidate the evidence base on the impact of high-fidelity simulation on knowledge and performance among undergraduate nursing students. Design: Umbrella review with meta-analyses of pooled effect sizes, followed by an additional meta-analysis of primary studies from the included systematic reviews, excluding overlapping results. Data sources: Systematic searches were performed up to August 2023 in PubMed, Embase, and Cochrane Library. We included reviews that compared high-fidelity simulation against other learning strategies. Review methods: The risk of bias was assessed for each included systematic review (ROBIS tool) and primary study (RoB 2 or ROBINS-I as appropriate). Random-effect meta-analyses of meta-analyses were performed to estimate the pooled effects of high-fidelity simulation on knowledge and performance. Further random-effect meta-analyses of primary studies were conducted, with overlapping studies excluded (12 %). Subgroup analyses were performed to provide a more comprehensive analysis of the findings. Trim-and-fill analyses were conducted to adjust for potential publication bias. Results: Six systematic reviews were included and encompassed 133 primary studies (2767 and 3231 participants concerning performance and knowledge, respectively). The adjusted pooled effects for knowledge (SMD = 0.877, 95 % CI: 0.182 to 1.572) and performance (SMD = 0.738, 95 % CI: 0.466 to 1.010) closely aligned with those obtained from meta-analyzing the primary studies for knowledge (SMD = 0.980) and performance (SMD = 0.540), both showing high statistical heterogeneity. Traditional lectures represented the more common comparison. The subgroup analysis revealed significant differences in effect sizes across geographic locations, topics, types of control, and how interventions were reported. Conclusions: The results provide robust evidence supporting the integration of high-fidelity simulation into undergraduate nursing programs to enhance students\u27 knowledge and performance. The high reported heterogeneity may be attributed to variations in study contexts or methodologies. Future research should explore the optimal use of high-fidelity simulation in different educational and cultural contexts

Detailed Data About a Forty-Year Systematic Review and Meta-Analysis on Nursing Student Academic Outcomes

Data were extracted from observational studies describing undergraduate nursing students’ academic outcomes that were included in a systematic review and meta-analysis conducted in 2019 and updated in 2020 [1]. Data were extracted by two researchers independently through a previously tested electronic spreadsheet; any disagreement about data extraction was discussed with a third author. Extracted data were studies’ general information, characteristics (i.e., country, study design, involved centers, number of cohort of students involved, duration (years) and denomination of the program attended, sample (N), sociodemographic characteristics of the sample, and methods utilized for data collection), and data related to the research question(s) of the review, i.e., nursing students’ academic outcomes occurrence and associated factors. Raw data for each included study are reported, along with meta-analyses that were performed using ProMeta free software utilizing Odds Ratio (OR) and Cohen\u27s d as principal effect sizes. The random-effect model was used for all studies, while the level of heterogeneity was explored and quantified through the Cochran\u27s Q-test and I2, respectively. Substantial or considerable heterogeneity (i.e., I2 ≥ 50%) was explored through a subgroup analysis based on the study design, when feasible [2]. A sensitivity analysis was also performed to detect the possible influence of single studies on meta-analyses results [2]. Publication bias was assessed through funnel plots and the testsf for their asymmetry, i.e., Begg and Mazumdar\u27s rank correlation and Egger\u27s linear regression method [2]. These data provide for an updated state of the art about nursing students’ outcomes and associated factors. Therefore, they could ease future literature summaries about the topic, other than allow a comparison of the literature with future research results

Twisted Traces of CM values of Harmonic Weak Maass Forms

We show that the twisted traces of CM values of weak Maass forms of weight 0 are Fourier coefficients of vector valued weak Maass forms of weight 3/2. These results generalize work by Zagier on traces of singular moduli. We utilize a twisted version of the theta lift considered by Bruinier and Funke.Comment: Some minor corrections, mostly typos. Added Journal referenc

Automorphic properties of generating functions for generalized odd rank moments and odd Durfee symbols

We define two-parameter generalizations of Andrews' $(k+1)$-marked odd Durfee symbols and $2k$th symmetrized odd rank moments, and study the automorphic properties of some of their generating functions. When $k=0$ we obtain families of modular forms and mock modular forms. When $k \geq 1$, we find quasimodular forms and quasimock modular forms