Simulation-Based Training for Nursing Students to Improve Patient Safety: Systematic Review

Clinical Snapshot

Key Findings

• P Value: Not applicable for narrative synthesis

• Effect Size: Positive effect on both technical and non-technical skills (narrative synthesis, no pooled estimate)

• Primary Outcome: Improvement in patient safety competencies through simulation-based training

• Nnt Or Sensitivity: High-fidelity simulation and virtual reality identified as most effective modalities

• Confidence Interval: Not reported

Clinical Application

Requires investment in simulation equipment and trained facilitators, but increasingly available in nursing schools Highly relevant to Australian nursing education standards (ANMAC), supports NMBA competency requirements for safe practice, aligns with ACSQHC patient safety initiatives Undergraduate nursing students in pre-registration programs globally

Abstract

BACKGROUND: Patient safety is a fundamental pillar of health care quality. Simulation-based training provides a controlled environment for nursing students to develop safety competencies and error-recognition skills before clinical practice. OBJECTIVE: This systematic review aimed to describe and characterize the simulation-based education features and modalities used to address patient safety outcomes in undergraduate nursing students, identifying the strategies that contribute to improvements in safety-related competencies. METHODS: A systematic review was conducted following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines across PubMed, Web of Science, Scopus, CINAHL, Cochrane, and Lilacs (2019-2024). Inclusion criteria focused on original studies involving undergraduate nursing students and simulation interventions measuring patient safety outcomes. Studies in languages other than English, Spanish, or Portuguese were excluded. Two reviewers independently performed study selection and data extraction. Methodological quality was assessed using Joanna Briggs Institute tools, applying a 60% quality threshold for inclusion. Results were synthesized through a narrative approach. RESULTS: A total of 20 studies from 12 countries were included. The methodological quality was high (n=14) and moderate (n=6). Findings revealed that high-fidelity simulation and virtual reality are the primary strategies used. Simulation proved effective in enhancing both technical skills (medication administration accuracy) and nontechnical skills (communication via SBAR [Situation, Background, Assessment, Recommendation] and ISBAR [Identification, Situation, Background, Assessment, Recommendation] tools, teamwork, and adverse event reporting). Key strategies contributing to safety included repetitive practice and interprofessional simulation, which significantly improved error detection and clinical judgment. CONCLUSIONS: Simulation is an essential pedagogical strategy for preparing nursing students to deliver safe care. Practical implications include the need to integrate structured simulation into nursing curricula to bridge the theory-practice gap. Future research should prioritize longitudinal designs to assess the retention of these safety skills in clinical settings and develop standardized metrics for measuring patient safety outcomes.

References

1. 1.González-Sanz, A., López-García, J. C., Sutil-Rodríguez, E., Juárez-Vela, R., Santos-Sánchez, J. Á., Navas-Echazarreta, N., Martínez-Sabater, A., & Sancho-Sanchez, C. (2026). Simulation-based training for nursing students to improve patient safety: Systematic review. JMIR Nursing. https://doi.org/10.1016/j.ecns.2020.12.003