Observational studyInvestigacion y educacion en enfermeria2024
Perception of Knowledge Transfer from Clinical Simulations to the Care Practice in Nursing Students.
Observational study in Investigacion y educacion en enfermeria, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
5 citing papers in PubMed.
- Evaluating Leadership and Teamwork Competency Acquisition Through Clinical Simulation: Development of the Clinical Simulation Learning Leadership and Teamwork Scale.Journal of clinical nursing · 2026Article
- Evaluating Patient Safety Competency Acquisition Through Clinical Simulation: Development and Application of the Clinical Simulation Learning Patient Safety Scale.Nursing research and practice · 2026Article
- Boosted Genomic Literacy in Nursing Students via Standardized-Patient Clinical Simulation: A Mixed-Methods Study.Nursing reports (Pavia, Italy) · 2025Article
- Learners to Leaders: Impact of Instructor Roles on Nursing Students' Professional Development in Clinical Simulations.Nursing reports (Pavia, Italy) · 2024Article
- Transferring Therapeutic Communication From Simulation to First Clinical Placement: A Qualitative Description of Undergraduate Nursing Students' Experiences.Global qualitative nursing researchArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: This work sought to assess the perception of knowledge transfer from clinical simulations to the care practice in nursing students through effective debriefing. Methods: An observational, descriptive, and cross-sectional study was conducted with a sample of 281 students during the 2020-2021 course, through una ad hoc survey from the Debriefing Assessment for Simulation in Healthcare (DASH) in Spanish, to assess competence areas that undergraduate students must reach to complete their studies. Results: The survey conducted after each simulation showed that the students valued positively the debriefing sessions conducted by experts, with a mean score of 6.61 over 7 [6.56%-6.65%] based on 675 surveys analyzed, given that each student conducted more than one simulation within the academic course. It was observed in 221 completed answers that what was learned in the simulation was transferred to the practice in 89.23% [86.39%-92.06%], specifically in areas of Communication, Patient safety, Teamwork, and Leadership. Conclusion: In the perception by the participating students, the use of effective debriefing in clinical simulation enabled knowledge transfer to the care practice, proving to be a crucial tool that helps to improve the formation of the future nurses.
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Registered trials
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