Open AccessEffect of Simulation-Based Education on the Preparedness of Healthcare Professionals for the COVID-19 Pandemic: a systematic review and meta-analysis
Author(s) -
MarcAndré MaheuCadotte,
Alexandra Lapierre,
Guillaume Fontaine,
Tanya Mailhot,
Pierre Lavoie
Publication year - 2021
Publication title -
science of nursing and health practices
Language(s) - English
Resource type - Journals
ISSN - 2561-7516
DOI - 10.7202/1077986ar
Subject(s) - preparedness , context (archaeology) , personal protective equipment , health care , pandemic , medical education , data extraction , psychology , systematic review , covid-19 , curriculum , medicine , nursing , medline , pedagogy , political science , paleontology , disease , pathology , infectious disease (medical specialty) , law , biology
: Healthcare organizations around the world haveembraced simulation to prepare healthcare professionals to the COVID-19 pandemic. However,this pandemic implies additional educational challenges in rapidly designing simulationactivities, while remaining compliant with health and safety measures to prevent the spreadof the virus. The effect of simulation-based education in this context remains to beevaluated. Objective : The purpose of this systematic review was to describethe features and evaluate the effect of simulation activities on the preparedness ofhealthcare professionals and students to safely deliver care during the COVID-19 pandemic.Methods : Databases were searched up to November 2020 using index terms andkeywords related to healthcare professions, simulation, and COVID-19. All learning outcomeswere considered according to the Kirkpatrick model adapted by Barr et al. (2020). Referenceselection, data extraction, and quality assessment were performed in pairs andindependently. Results were synthesized using meta-analytical methods and narrativesummaries. Results : 22 studies were included, 21 of which were single-groupstudies and 14 of those included pretest/posttest assessments. Simulation activities weremostly implemented in clinical settings using manikins for training on the use of personalprotective equipment, hand hygiene, identification and management of COVID-19 patients, andwork processes and patient flow. Large improvements in learning outcomes after simulationactivities were reported in all studies. Discussion and conclusion : Resultsshould be interpreted cautiously due to significant threats to the internal validity ofstudies and the absence of control groups. However, these findings are coherent with theoverall evidence on the positive effect of simulation-based education. Future studies shouldinclude control groups if feasible.