ReviewAdvances in medical education and practice2026
Simulation-Based CPR Education for Student Nurses: A Narrative Review of Effects on Knowledge, Skills, and Confidence.
Review in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Simulation-based education has become an important teaching strategy in nursing education, particularly for high-risk and time-sensitive procedures such as cardiopulmonary resuscitation (CPR). This review aimed to synthesize the available evidence on the effects of simulation-based education on CPR knowledge, skill retention and confidence among nursing students. Methods: A narrative review of the literature was conducted using studies identified through Google Scholar and PubMed. Peer-reviewed studies published between 2016 and 2026 were considered. Studies addressing simulation-based CPR education among nursing students and reporting outcomes related to CPR knowledge, skills, or confidence were included. A total of 42 studies were included in the review. Results: The current research shows that there are usually associations between simulation-based education and improved levels of CPR knowledge, skills retention, and self-confidence when compared to traditional forms of education. Yet, different simulation designs, facilitators' experience, evaluation techniques, and available resources may impact the results. Information about retention and transferring learning to clinical settings is rather scarce. Conclusion: Simulation-based education may be a useful approach for supporting the development of CPR knowledge, skills, and confidence among nursing students. Further longitudinal studies using standardized assessment methods, particularly in low- and middle income countries, are needed to strengthen the evidence and inform the implementation of simulation-based CPR education.
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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.