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Simulation-Based Education Versus Traditional Teaching for Nursing Students: A Systematic Review
Suleman Shah1, Ameer Afzal Khan2, Mohammed Al Meqbaali1
1Fatima College of Health Sciences Al Ain Abu Dhabi UAE.
Health Science Reports
|July 13, 2026
Summary
Simulation-based education (SBE) shows promise for improving nursing students' knowledge and clinical skills compared to traditional methods. While outcomes vary, SBE integration can enhance competency-based education and patient safety.
Area of Science:
- Nursing Education
- Medical Simulation
- Healthcare Professional Training
Background:
- Simulation-based education (SBE) is increasingly adopted in nursing programs.
- Its comparative effectiveness against traditional teaching methods for clinical competence is uncertain.
Purpose of the Study:
- To systematically review and evaluate SBE's effectiveness versus traditional methods.
- Focus on knowledge, clinical skills, and related outcomes in prelicensure nursing students.
Main Methods:
- Systematic review following PRISMA guidelines; searched PubMed, Cochrane Library, ClinicalTrials.gov.
- Included prelicensure nursing students comparing SBE (various modalities) to traditional education.
- Considered RCTs, quasi-experimental, and controlled before-and-after trials.
Main Results:
- Thirty studies included; 16 non-randomized, 14 RCTs.
- SBE generally improved knowledge acquisition and retention (e.g., CPR, vital signs) and clinical skills (e.g., suctioning, OSCEs).
- Learner satisfaction and self-efficacy were variable; GPA outcomes showed no improvement.
Conclusions:
- SBE may offer advantages in knowledge, clinical skills, and OSCE performance for nursing students.
- Findings suggest integrating SBE into nursing curricula to advance competency-based education and patient safety.
- Methodological heterogeneity necessitates cautious interpretation of results.
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