ReviewQatar medical journal2025
Tailoring facilitation strategies to enhance learning outcomes in nursing simulations: A practical guide.
Review in Qatar medical journal, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- What Shapes Clinical Competence in Intensive Care Nurses? A Hierarchical Regression Analysis.Nursing in critical care · 2026Article
- Screen-based simulation assessment for emergency medicine learners: a rapid review.BMC medical education · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Simulation-based education (SBE) is an effective teaching method in nursing education that integrates theoretical knowledge with practical application. It provides nursing students with a safe and controlled environment where they can apply their knowledge, develop essential clinical skills, and make critical decisions - without compromising patient safety.Nursing learners possess varying levels of experience, ranging from novice to expert, as outlined in Benner's "Novice to Expert" theory. This variation in expertise necessitates the design of simulation experiences that are tailored to accommodate these diverse levels of competence. This practical guide presents evidence-informed strategies to support simulation facilitators in tailoring their facilitation approaches for nurses ranging from novice to expert. Methods: A narrative conceptual review approach was employed to examine the literature on facilitation in SBE. Key theoretical perspectives, including "Novice to Expert" theory and adaptive approaches, were used to frame the discussion. The review synthesized findings from existing studies and frameworks to develop this practical guide, which supports the use of tailored simulation facilitation strategies in nursing education. Results: Tailoring facilitation strategies based on learners' developmental stages enhances learner engagement, performance, and learning outcomes. Novice learners benefit from structured guidance, close supervision, and stepwise instruction. In contrast, proficient and expert learners require facilitation approaches that promote autonomy, critical thinking, and complex decision-making. This guide emphasizes the importance of adjusting simulation facilitation strategy, feedback style, and simulation complexity to meet learners' needs. Additionally, adherence to established simulation standards supports consistency and effectiveness of facilitation across different learner levels. Conclusion: Simulation facilitators play an important role in customizing learning experiences based on nursing learners' level of expertise. Applying Benner's Novice to Expert theory enables facilitators to provide appropriate support, which enhances the educational outcomes of simulations. Future efforts should focus on faculty development and institutional support to ensure facilitators are prepared to deliver adaptive, learner-centered simulation experiences.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.