Integration of high-fidelity simulation into undergraduate nursing education in Aotearoa New Zealand and Australia: An integrative literature review

Abstract
In undergraduate nursing education, low to high-fidelity simulations are used to prepare students for clinical placement and work readiness. This review provides a synthesis of what is known about the use of high-fidelity simulation in Aotearoa New Zealand and Australian undergraduate nursing education programmes. The aim of this review is to evaluate and synthesise the existing evidence about the use of high-fidelity simulation in these programmes. An integrative literature review methodology was used. Specific search terms and specific inclusion/exclusion criteria were applied to academic databases EBSCO, Medline, CINAHL, and the search engine Google Scholar. Electronic databases were searched for peer reviewed empirical research articles published in English (2000 – 2020), undertaken in Aotearoa New Zealand and Australia. Sixteen studies met the inclusion criteria. The main themes identified from this review included: i) realism and high-fidelity simulation; ii) resource implications; iii) preparation of simulation scenarios; iv) simulation for clinical preparedness; and v) students’ difficulties with simulation. In conclusion, simulation-based experiences continue to be used to support undergraduate nursing student learning. There is a shift from technical skill acquisition to soft skill development such as communication and teamwork. This review suggests that while high-fidelity simulation has benefits, it is resource-intensive, both in terms of equipment, and in the time required for educators to develop scenarios and learning packages. Nonetheless, students remain positive about simulation-based education that is well facilitated.

Ngā ariā matua
I roto i te akoranga tapuhi paetahi, e whakamahia ana te haumitanga o ngā mahi whakataruna pāpaku, ki te tino tūturu, hei whakangungu i ngā tauira mō te whakanohonga ki ngā wāhi taurima tūroro, mō te mahi tūturu hoki. Tā tēnei arotake he hoatu i tētahi paiheretanga o ngā mea e mōhiotia ana mō te whakamahinga o te whakataruna tino tūturu i ngā hōtaka akoranga tapuhi paetahi i Aotearoa me Ahitereiria. Te whāinga o tēnei arotake he aromātai, he paihere i ngā taunakitanga o tēnei wā mō te whakamahinga o te whakataruna tino tūturu i ēnei hōtaka. I whakamahia tētahi arotake tuhinga paihere tikanga. I hoatu he kupu rapu whāiti me ētahi paearu hao/kōmaka ki ngā raraunga hunga mātanga pēnei i EBSCO, Medline, CINAHL, me te pūkaha rapu e kīa nei ko Google Scholar. I rapua hoki he kōrero i ngā raraunga matihiko mō ngā tuhinga taunakitanga pono i arotakea e ngā hoa ngaio i puta i te reo Ingarihi (2000-2020), i kawea i Aotearoa me Ahitereiria. Tekau mā ono ngā rangahau i tutuki ai ngā paearu hao. Ko ngā tāhuhu matua i tautohutia i tēnei arotake ko te: i) marau tūturu me te whakataruna tino tūturu; ii) ngā hiahia rawa; iii) te taka i ngā whakaari whakataruna; iv) te whakarunga kia rite mō ngā mahi taurima tūroro; me te v) ngā uauatanga mā ngā tauira o te whakataruna. Hei whakamutu atu, kei te whakamahia tonutia ngā wheako ao whakataruna hei tautoko i te akoranga tauira tapuhi paetahi. Kua kitea he nekehanga i te akoranga pūkenga hangarau, ki te whakawhanaketanga pūkenga ngāwari pēnei i te whakawhiti kōrero me ngā mahi ā-tira. Tā tēnei tirohanga ahaoa he hua anō o te whakataruna, he hao i tēnei mea te rawa, ahakoa taputapu, ahakoa wā o te kaiwhakangungu hei hanga whakaari, hei hanga mōkihi akoranga. Ahakoa, he takatika tonu ngā whakaaro o ngā ākonga mō te akoranga ao whakataruna, me ka tika ōna whakahaere.

Keywords / Ngā kupu matua
high-fidelity / tino tūturu; integrative review / arotake tuitui; nursing education / akoranga tapuhi; simulation-based education / akoranga ao whakataruna; undergraduate / paetahi