heri,+120.+Erfan+Rofiqi+1238-1249

STRADA Jurnal Ilmiah Kesehatan
DOI: 10.30994/sjik.v9i2.420
ISSN: 2252-3847 (print); 2614-350X (online) Vol.9 No.2 November 2020 Page.1238-1249
The Effectivenes of Simulation Methods to Improve

Communicatio Skill in Clinical Nursing Practice:
A Systematic Review
Erfan Rofiqi1, Mira Triharini1*, Abdul Aziz Alimul Hidayat2
1
Faculty of Nursing, Universitas Airlangga, Indonesia
2
Universitas Muhammadiyah Surabaya, Indonesia
* [email protected]
ABSTRACT
Communication is one of the competence areas that is needed by nursing students,
especially in clinical nursing practice. The purpose of this study was to analyze the effect
of the simulation method on improving communication skills in nursing clinical practice.
Using Systematic design review. Search for articles was conducted from 29 Apri to 16 Juni
2020 by accessing five electronic databases (Scopus, Science Direct, Pubmed, Ebscohost
dan ProQuest). The article year is limited from 2015-2020. Keywords: “Simulation” OR
“Roleplay”, “communication” AND “Communication Skills” OR “Communication
Ability” OR “Communication Competence” and “Nurse” AND “Students”. Assessing the
quality of articles using the Joanna Briggs Institute Critical Apprational Tool and PRISMA
checklist as a guide in article screening. A total of 25 articles were analyzed according to
inclusion criteria. The selected article is divided into two broad themes about simulation
methods: simulation methods with exercises (n = 14) and simulation methods with
roleplay or role-playing (n = 11). The research design uses mostly observational studies
(cross-sectional and qualitative studies), Quasi-Experimental, and Randomized Control
Trials. The sample was nursing students with a varied sample size ranging from 36 to 160
respondents. Simulation methods with exercises and roleplay or role-playing effective in
improving communication skills in nursing clinical practice.
Keywords: Simulation method, Communication skill, Nursing Practice
Received August 2, 2020; Revised September 17, 2020; Accepted October 3, 2020
STRADA Jurnal Ilmiah Kesehatan, its website, and the articles published there in are licensed under a Creative Commons Attribution-ShareAlike
4.0 International License.
Website: https://sjik.org/index.php/sjik | Email: [email protected] 1238

DOI: 10.30994/sjik.v9i2.420
BACKGROUND
Communication skills are very important for a nursing student (Stevens, Mcniesh, &
Goyal, 2019). Beginning nursing students have knowledge, experience, and few
opportunities to practice communication which can negatively impact communication
skills (Yu, 2017) as well as their learning abilities in clinical practice (White, 2015).
Existing research states that there are several interventions that can be used to improve
student communication skills. The method applied during education to improve a student's
communication skills is one of them is the simulation method, but the simulation method
applied still cannot guarantee that it can have a significant effect on student
communication skills. (Blake & Blake, 2019). Based on research conducted in Turkey, it
was stated that as many as 76% of the 249 students who practice nursing clinics experience
communication problems and most of these 66% of communication problems occur
between students and patients. (Öztürk, 2015). Communication is closely related to the
health care process and is included in the target patient safety standards. According to
James (2016), there are as many as 440,000 people die each year due to mistakes which
are accidental or unwanted injuries. 80% of these accidental incidents are serious medical
errors that occur due to poor communication between nursing service providers and
patients (Blake & Blake, 2019). According to WHO (2016), one of the causes related to
medication errors is poor communication which has an impact on patient safety in the
hospital. Communication is influenced by several factors, namely perception, values,
emotions, background, roles, knowledge and relationships (Amirah, 2016). The knowledge
factor is very closely related to the learning process received by students during education
and what determines the success of this learning depends on the learning method used
(Alamrani, Alammar, Alqahtani, & Salem, 2017). The learning method that can be done is
the simulation method. The simulation method as a step in learning can effectively
increase knowledge and skills because students can immediately see what is being learned
applied not only in theory. Several studies have been carried out related to learning
methods that can improve the communication skills of nursing students. Based on the
results of research submitted by Basak, Demirtas and Iyigun (2019), it was stated that the
learning method with simulation has a positive effect on the communication skills of
nursing students.
METHODS
This systematic review was conducted to provide a comprehensive systematic
description of the simulation method to improve the communication skills and self-
confidence of nursing students. The protocol in this systematic review refers to The Center
for Review and Dissemination and the Joanna Briggs Institute Guideline as a guide in
assessing the quality of the study. Systematic reviews will be evaluated using the PRISMA
checklist to determine the selection of studies that have been identified. This systematic
review will be registered at Airlangga University, Surabaya. Literature search strategy
using 5 databases; Scopus, Science direct, Pubmed, Ebscohost, and ProQuest. The search
was carried out from 29 April 2020 to 16 June 2020 to identify relevant research. Phrase
searching used is the boolean logic used is "And", and "Or". In addition, the search process
for articles is limited to article journals and in English and the year limitation focuses on
articles published in the last 5 years. Keywords in this Systematic review are adjusted to
Medical Subject Heading (MeSH) Pubmed Communication, simulation and nursing
student.

DOI: 10.30994/sjik.v9i2.420
RESULTS
The results of the article analysis found that 4 studies were Randomized Control Trials, 14
studies used Quasy-Experimental, 3 cross-sectional studies and 3 qualitative studies. Based
on these results, after the critical appraisal was carried out using the JBI critical appraisal
tools, a quality score was given.
Data base
Identification
Scopus 478
PubMed 109
ScienceDirect 306
Proquest 39
EBSCO 28
Skrining judul dan abstrak (n= 57 article does not match the title and
Screening
124) abstract
42 articles did not fit the inclusion

Eligibility
A full, assessable article (n= 67) criteria and PICOS

Included
25 Selected research articles
Figure 1. Study selection flow diagram
The studies included in this systematic review article consisted of 10 studies in the
USA carried out in laboratories, classrooms, nursery departments, hospitals and simulation
wards, 4 studies in Korea were conducted in laboratories, simulation education centers and
clinical learning centers, 2 studies were conducted in Norway, Australia and China were
conducted in laboratories, classrooms, and hospitals, and 1 other study was conducted in
Turkey, Ireland, Taiwan, England, and Sweden conducted in classrooms and online. The
time of the research was conducted between 2015 - 2019. The simulation method is based
on the results of the study conducted, it was found that there were 2 types of simulation
methods to improve communication skills in nursing. First, the type of simulation method
in the form of both offline and online exercises. There are 18 studies, namely patient
standard-based, debriefing simulation, environment-based, teach-back simulation, video
simulation and online simulation. Second, the type of simulation method using roleplay or
role playing, there are 7 studies consisting of drama, psychodrama, roleplay and scenarios.
Respondents in this study were nursing students from various countries who were not
limited by education levels. This study has mentioned a simulation method for
communication skills in nursing practice, with a total of 2,060 participants. Respondents /
participants for research with quasy experimental ranging from 35-160 people, RCTs

DOI: 10.30994/sjik.v9i2.420
research 109-132 people, cross sectional 82-150 people, and qualitative research 12-141
people. The results can be seen in table 1.
Table 1. Summary of Literature Search Results for Systematic Reviews

Author, year and
No Study design Summary of results
country
1 Ok, Kutlu and Design: Quasy-experimental The comparison of the scores obtained with
Ates, (2019) Sample: 85 nursing students from 2 the intervention group before and after being
Turkey different universities given the patient standard-based simulation
Variables: Standard-based simulation intervention showed a statistically significant
of patients and communication skills improvement in the communication skills of
Instruments: personal information the intervention group after the simulation
questionnaire, communicational skills exercise with a score (p <0.001).
inventory, and state-trait anxiety
inventory.
Analysis: independent sample t test
2 Beaird, Nye and Design: Quasy-experimental The results obtained were that the simulation
Ii, (2017) USA Sample: 112 nursing students using reflective video affected changes in the
Variable: Simulation using reflective communication ability score (P 0.1874),
video and communication skills although there was no significant difference
Instrument: The Macy between the two groups, the intervention
Communication Scale is based on the group did have a higher score than the control
NYU model from the Macy Initiative group for the second, third, and fourth
in Health Communications Analysis: simulations. For simulation intervention using
independent sample t test the Patient Standard (SP) showed a significant
relationship was found between student self-
assessment and SP ratings (p <.0001).
3 Blake and Blake, Design: Quasy-experimental From the results of the Wilcoxon test, there
(2019) USA Sample: 35 nursing students from was an increase in student self-efficacy in
nursing programs located in west- communication skills after being given a
central United States Variables: simulation with patient standards indicated by
Standard-based simulation of patients five questions, all of which were significant
and Communication skills with p <0.01.
Instruments: a pretest and an identical
Posttest self-efficacy and therapeutic
communication questionnaire
Analysis: independent sample t test
4 Breen et al., Design: Randomized Control Trial The simulation results show that the addition
(2019) Ireland with three parallel arms of a simulation program Proficiency-based
Sample: 109 people in the third year progression (PBP) to the e-learning module
of nursing school and 201 medical can provide superior skills for ISBAR
students in the last year communication in terms of worsening patient
Variables: E-learning and relationships than the e-learning module either
Proficiency-based progression (PBP) alone or in combination with standard
simulation and communication skills simulations with significant results, meaning
Instruments: ISBAR Tools 8.5 (1.7), rather than either the E-learning
Analysis: The group, means 5.8 (1.6), p <0.000, or the
Kruskal-Wallis test standard E-learning + Simulation group, mean
6.3 (2.1), p <0.000. Similarly, the combined
errors and critical errors were significantly
less in the E-learning + Proficiency-based
progression (PBP) group, meaning 3.7 (1.6),
compared to the Group E group, mean 5.9
(2.1), p < 0.000, or group E + S, mean 5.2
(1.5), p <0.01.

DOI: 10.30994/sjik.v9i2.420
Author, year and

country
5 Donovan and Design: Pre-Post survey intervention There was a significant increase in the level of
Msn, (2019) Sample: 160 undergraduate nursing self-confidence and the ability of students to
USA students. Variable: Simulation with communicate well with patients between
video and communication skills before and after intervention (p <0.001).
Instruments: A self-reported pre and
post simulation survey
Analysis: one-sample sample
t-tests.
6 Gaylle, (2019) Design: Quasi-experimental, mixed- There was a greater improvement in
USA method design therapeutic communication in the simulated
Sample: 67 senior nursing students treatment group. The difference in means
enrolled in a clinical rotation of between the simulation and postsimulation
psychiatry in the community groups for therapeutic communication (mean,
Variables: Debriefing simulation and 1.39 and 0.83) was statistically and practically
communication skills significant from pre-test to post-test, with a
Instrument: psychiatric assessment very large effect size of 0.98.
and therapeutic communication
Analysis: independent and paired
sample t tests
7 Haugland and Design: Qualitative Scenario-based simulation training becomes a
Reime, (2018) Sample: 12 first year undergraduate valuable didactic method in order to improve
Norwegia nursing students nursing students' communication skills,
Variable: simulation with scenario increase ethical reflection and the ability to
and communication skills avoid the use of coercion in demanding
Instrument: Open-ended question situations in dementia care. This method can
verbatim prepare nursing students for clinical practice.
Analysis: Focus group
8 Karlsen, Kristin Design: Qualitative Study, The main finding of this study was that
and Lise, (2017) exploratory and descriptive design. students reported improved communication
Norwegia Sample: 14 respondents of skills after taking a communication course
postgraduate students in intensive with an environmentally based simulation.
care. The analysis resulted in three main themes:
Variables: environment-based "awareness", "ice-breaking" and "challenging
simulation and communication skills learning environment."
Instrument: Open-ended question
verbatim
Analysis: Thematic analysis
9 Kim and Cho, Design: Cross Sectional The results showed that SIM-PBL is a
(2018) Korea Sample: 82 senior nursing students teaching-learning strategy that reduces
Variable: simulation method with communication worries and increases the
problem based learning (PBL) and clinical self-efficacy of nursing students in
communication skills communicating.
Instrument: communication
apprehension questionaire
Analysis: paired-samples t test
10 Lai, (2016) Design: Pre-Experimental There was a significant result of the
Taiwan Sample: 50 nursing students intervention given to improving students'
Variable: Simulation with online communication skills (p <0.001).
video and communication skills
Instrument: Interpersonal
Communication Assessment Scale
(ICAS)
Analysis: paired-samples t test
11 Maclean et al., Design: Qualitative Using simulated patient and video-assisted
(2019) Australia Sample: 141 undergraduate nursing reflection when teaching communication skills

DOI: 10.30994/sjik.v9i2.420
Author, year and

country
students shows that the process helps to gain a greater
Variables: Simulation with reflective understanding of communication skills in
video and communication skills patient discharge.
Instrument: Interviews
Analysis: Thematic analysis
12 Maclean et al., Design: A quasi-experimental control Significant improvement in students'
(2018) Australia group communication skills in patient discharge was
Sample: 50 second or third year achieved in the interaction and information
undergraduate students group compared to the control group with a P
Variables: Tech-Back simulation and value <0.001
communication skills
Instrument: Two subscales of the
Quality Discharge Teaching Scale
(QDTS)
Analysis: Independent group
multivariate analysis of variance
(MANOVA)
13 Martin and Design: A quasi-experimental, one There was a significant increase (p <0.000) in
Chanda, (2016) group, preepost test students' reported self-confidence with
USA Sample: 28 pre-licensed nursing communication skills and knowledge after
students mental health simulation experiences using
Variable: Standard-based simulation patient standards.
of patient and communication skills
Instruments: Previous Knowledge
and Demographic
Questionnaire, Confidence With
Communication Skills Scale,
Therapeutic Communication Pretest
and Posttest
Analysis: Dependent t tests
14 Neilson and Design: Cross Sectonal Results indicated that exercise had a positive
Reeves, (2019) Sample: 158 nursing students. impact on participants' perceptions of ability
UK Variable: Simulation based on drama to communicate clearly in end-of-life care
and communication skills settings. The results also augment the
Instrument: A simple communication literature by demonstrating the use of novel,
checklist and the effectiveness of, forum theater in
Analysis: Dependent t tests describing the translation of communication
theory into practice, in the context of late life
pediatric care. The identified impacts of the
various teaching methods used and the
collaborative interdisciplinary approach will
be discussed and the learning process
explored.
15 Kellie Long, Design: Quasy experimental one- The results showed that the nursing students
(2018) USA group pretest / posttest design had higher self-efficacy scores helping them
Sample: 33 undergraduate nursing identify ways to improve communication, and
students. Variable: patient standard- would help them communicate with patients
based simulation and communication in a clinical setting statistically with a
skills significance of p = 0.001 ..
Instruments: Use of NLN Surveys
and Research Instruments
Analysis: A paired sample dependent
t-test
16 Li, Li, Gu, Design: Randomized controlled trial The results obtained were communication
Zhang, Zhao, Sample: 132 nursing students skills, empathy, and self-efficacy in the

DOI: 10.30994/sjik.v9i2.420
Author, year and

country
Cai, Lu, Meng, Variable: direct practice-based experimental group all significantly improved,
et al., (2019) simulation and communication skills compared to the control group with a value of
China Instruments: Communication Skills P <0.001. A simulation-based conscious
Assessment Scale, the Jefferson Scale practice program is worthy of being a teaching
of Empathy-Health Professionals, and method that targets improving nursing student
the General Self-Efficacy Scale. communication, empathy, and self-efficacy.
Analysis: chi-square tests for
categorical
variables and t tests for continuous
variables
17 Bloomfield, Design: Mixed Methods Simulation was found to be an effective way
Gillett and Neill, Sample: 180 nursing students to prepare students to communicate with
(2015) Inggris Variable: patient standard-based dying patients and their families with a
simulation, self-confidence and significant increase (p = 0.5) in competence
communication skills and self-confidence. The themes of the FGD
Instruments: Students' perceptions of were responding to sadness and anger,
confidence and competence levels difficulty dealing with emotions, knowing the
communicating questionnaires "right things" to say, and lack of experience..
Analysis: Thematic analysis and
Wilcoxon test
18 Kim M, (2015) Design: A quasi-experimental The results showed that the Patient Role
Korea Selatan pretest-posttest study Simulation Practicum was effective in
Sample: 90 nursing students improving problem-solving abilities and
Variable: simulation with roleplay communication skills, although not
and communication skills significant. The problem-solving ability level
Instrument: self-report questionnaire of the experimental group was significantly
Analysis: paired t-test higher than the control group (t = 2.30, p =
.024).
19 Beauvais, Özbaş Design: A quasi-experimental The study highlighted the value of
and Wheeler, pretest-posttest study psychodrama as a strategy that can improve
(2019) USA Sample: 84 nursing students the communication skills of nursing students.
Variable: simulation with Statistically significant difference in attitude
psychodrama and communication improvement between the group receiving the
skills Instruments: process recordings psychodrama intervention and the control
and Frommelt Attitude Toward Care group (t = 27.19, p = .000).
of the Dying (FATCOD) Scale
Analysis: paired t-test analysis
20 Stevens, Design: Pre-post test intervention Mean statistically significant improvement in
Mcniesh and study self-confidence from pre- (range = 70 to 140)
Goyal, (2019) Sample: 35 nursing students to post intervention (range = 75 to 157), p = <.
USA Variable: simulation with self- 05, t = −2,434. The findings support the use of
confidence workshop and SBAR and continuous simulation as an
communication skills Instruments: organizing tool for increasing nursing student
Nursing Anxiety and Self-Confidence confidence during communication; However,
With Clinical Decision-Making Scale further effort is needed to qualitatively
Analysis: paired t-test analysis examine how these tools are driving these
changes.
21 Jeong and Kim, Design: Randomized control pre-post The SBAR group showed improved related
(2020) Korea test study skills and communication clarity compared to
Sample: 54 nursing students the handoff group. There was a significant
Variable: simulation based on patient difference in knowledge before and after
standards and communication skills intervention (P <0.001. SBAR-based
Instruments: Fall-related patient simulation programs can be used as an
safety competence and educational intervention for nursing students
communication clarity not only to improve skills in reporting and

DOI: 10.30994/sjik.v9i2.420
Author, year and

country
Analysis: Anova communication but to prevent or handle
patient safety accidents efficiently.
22 Wang et al., Design: Quasy-Experimental The SBAR workshop in combination with
(2015) Cina Sample: 19 nursing students video-stimulated recall and roleplay case
Variable: video simulation and scenarios significantly improved the
communication skills Instrument: knowledge and communication skills of
pre- / post-workshop questionnaire Chinese nursing students with SBAR. The
SBAR tools total score increased significantly from 40.9 ±
Analysis: A Wilcoxon 5.0 to 49.2 ± 5.9 (p <0.01). In addition, 93.8%
signed-rank test of students agreed and strongly agreed that
they would use SBAR during clinical practice.
23 Yeh et al., Design: Quasy-Experimental The results showed that there was a significant
(2019) USA Sample: 81 nursing students change in students' communication skills after
Variables: online simulation and being given a course with online simulation
communication skills Instruments:
story-specific checklists
adapted from the identification,
situation, background,
assessment, recommendation
(ISBAR) Interprofessional
Communication Rubric (IICR)
Analysis: ANCOVA
24 Webster and Design: Cross Sectional Standardized patient simulations are needed to
Carlson, (2019) Sample: 114 nursing students motivate nursing students to build therapeutic
Swedia Variable: patient standard-based relationship skills with seriously ill people to
simulation and communication skills. improve person-centered care.
Instrument: behavior element scale
Analysis: chi-square anlysis
25 Choia et al., Design: Randomized control trials There was a significant change in students'
(2020) Korea Sample: 135 nursing students knowledge and communication skills after
Variable: simulation with video and being given intervention with the ComEd
communication skills Instrument: program which contained video simulations (P
Questionnaires <0.001).
consisted of scales on communication
knowledge, learning self-efficacy,
communication efficacy, and
satisfaction
Analysis: a t-test and chi-square test
DISCUSSION
Based on the results of the systematic review, there are 2 types of simulation
methods, namely the simulation method in the form of training and the simulation method
in the form of roleplay or role playing. The discussion in this systematic review will focus
on simulation methods that can and can be done in Indonesia. According to previous
research conducted in Indonesia, the simulation method uses both offline and online
training methods (Indriasari, 2016) and roleplay simulation (Sukamto & Putri, 2019)
effective in increasing student knowledge and skills. There are various types of simulation
methods, one of which is in the form of training. Simulation methods in the form of
exercises both offline and online as an intervention in improving communication skills in
nursing practice. Some of them that can be applied are patient standard-based simulation
methods (Martin and Chanda, 2016; Ok, Kutlu and Ates, 2019; Kellie Long, 2018; Blake
and Blake, 2019) , simulation with video (Beaird et al., 2017; Donovan & Msn, 2019;

DOI: 10.30994/sjik.v9i2.420
Maclean et al., 2019) and online simulation (Yeh et al., 2019). The second simulation is
roleplay or role playing (Wang et al., 2015; Wang et al., 2015).
Standardized Patient, namely people who are trained to act as real patients to provide
specific responses to certain medical conditions (Gaylle, 2019). Martin and Chanda,
(2016) define standard patients as people who are trained to represent the characteristics of
a patient. The patient standard allows students to be immediately exposed to feedback on
the success or lack of success of being used communication strategies. In other words,
students will immediately know whether their approach is working or not because of how
the patient is responding. The effectiveness of simulations using standard patients has been
reported in terms of increased self-confidence, improved communication skills,
satisfaction with learning experiences, overall decreased anxiety of individuals with mental
illness, and increased self-reflection and availability of immediate feedback. (Martin &
Chanda, 2016). Video-assisted debriefing / reflection (VAD) is used because it may be
difficult for participants to remember precisely the events in the simulation. Watching a
video performance provides an opportunity for performance evaluation without relying on
participants' own memory or interpretation of the simulation session (Cheng et al., 2016).
Usually, the questions and answers, under the guidance of the facilitator, are resolved as a
group. Chronister and Brown, (2012) retention of knowledge, skills, and response time
measured by students completing simulated cardiopulmonary resuscitation using video
assistance and verbal debriefing methods. They found that using video and verbal
debriefing together positively influenced nursing skills and response time. Online or
virtual simulation as a strategy for the future direction of interprofessional communication
training (Foronda, Macwilliams, & Mcarthur, 2016). Asynchronous online simulation,
which provides experiential learning opportunities without the limitations of facility
scheduling and faculty time, presents such an educational modality (Lai, 2016). Using
clinical stories and asking students to verbalize their reports helps simulate experiences
that are realistic but in a safe environment. Online simulation practice opportunities
overcoming structural barriers and scheduling on-site training sessions by offering
alternative online educational methodologies that can help preserve resource scarcity (Yeh
et al., 2019). The educational intervention includes a series of asynchronous online
simulation-based DP sessions designed to provide students with structured and focused
practice opportunities. We hypothesized that the intervention would have a positive impact
on the ability of nursing students to meet the MPS and their performance and confidence
levels in reporting critical incidents of patients.
Roleplay or role-playing is a form of simulation method. Role playing means that
students are required to be able to play a role as the simulation plan is drawn up. The
simulation method in this form that can be applied in Indonesia is simulation with roleplay.
Roleplay helps students learn to work closely with their team members using scripts
assigned to them different roles in a multidisciplinary team in a variety of scenarios and
provides an imaginary context in which they can investigate the problems and behaviors of
participants' different personalities and roles by enhancing perceptions and critical
thinking. they are skills (Wang et al., 2015). Active stimulation by roleplay has been used
as an educational strategy in the study of educational ethics (Sukamto & Putri, 2019).
CONCLUSION
Improving communication skills for students is very important in the nursing practice
process. The simulation method is a learning method that can improve communication
skills. The simulation method provides a good stimulus because this activity is carried out

DOI: 10.30994/sjik.v9i2.420
directly by students so that it can influence responses and skill changes. There are two
types of simulation methods to improve communication skills, namely simulation methods
in the form of offline and online training and simulation methods in the form of roleplay or
role playing. The simulation method that can be applied in Indonesia is simulation in the
form of training, including based on patient standards, simulation with video and online
simulation. Second, the type of simulation method with roleplay or role playing. Both
types of simulation methods are effective in improving the communication skills of
nursing students.
REFERENCES
Alamrani, M., Alammar, K., Alqahtani, S., & Salem, O. A. (2017). Comparing the Effects
of Simulation-Based and Traditional Teaching Methods on the Critical Thinking
Abilities and Self-Confidence of Nursing Students. 00(0), 1–6.
Amirah. (2016). Hubungan komunikasi (mendengarkan, menjelaskan dan kompetensi)
dengan kepercayaan, kepuasan dan loyalitas pasien instalasi rawat jalan rumah sakit
di Makassar. FKM Makassar.
Beaird, G., Nye, C., & Ii, L. R. T. (2017). The Use of Video Recording and Standardized
Patient Feedback to Improve Communication Performance in Undergraduate Nursing
Students. Clinical Simulation in Nursing, 13(4), 176–185.
https://doi.org/10.1016/j.ecns.2016.12.005
Beauvais, A. M., Özbaş, A. A., & Wheeler, K. (2019). intelligence and self-reflection.
10(3), 103–110. https://doi.org/10.14744/phd.2019.96636
Blake, T., & Blake, T. (2019). Improving therapeutic communication in nursing through
simulation exercise. Teaching and Learning in Nursing, 14(4), 260–264.
https://doi.org/10.1016/j.teln.2019.06.003
Bloomfield, J. G., Gillett, K., & Neill, B. O. (2015). Enhancing student communication
during end-of-life care : A pilot study. 1651–1661.
https://doi.org/10.1017/S147895151500022X
Breen, D., Brien, S. O., Mccarthy, N., & Gallagher, A. (2019). Effect of a proficiency-
based progression simulation programme on clinical communication for the
deteriorating patient : a randomised controlled trial. 1–8.
https://doi.org/10.1136/bmjopen-2018-025992
Cheng, A., Eppich, W., Grant, V., Sherbino, J., Zendejas, B., & Cook, D. A. (2016).
medical education in review Debrie fi ng for technology-enhanced simulation : a
systematic review and meta-analysis. 657–666. https://doi.org/10.1111/medu.12432
Choia, H., B Leea, U., Jeona, Y. S., & Kimc, C. (2020). Efficacy of the computer
simulation-based, interactive communication education program for nursing students.
Donovan, L. M., & Msn, L. K. M. (2019). Nurse Education in Practice Expanding nursing
simulation programs with a standardized patient protocol on therapeutic
communication. Nurse Education in Practice, 38(March), 126–131.
https://doi.org/10.1016/j.nepr.2019.05.015
Foronda, C., Macwilliams, B., & Mcarthur, E. (2016). AC SC. Nurse Education in
Practice. https://doi.org/10.1016/j.nepr.2016.04.005
Gaylle, D. (2019). In-simulation Debriefing Increases Therapeutic Communication Skills.
44(6), 295–299. https://doi.org/10.1097/NNE.0000000000000643
Haugland, V. L., & Reime, M. H. (2018). Scenario-based simulation training as a method
to increase nursing students� competence in demanding situations in dementia care.
A mixed method study. Nurse Education in Practice.

DOI: 10.30994/sjik.v9i2.420
Indriasari, F. N. (2016). Pengaruh Pemberian Metode Simulasi Siaga Bencana Gempa
Bumi terhadap Kesiapsiagaan Anak di Yogyakarta. Jurnal Keperawatan Soedirman
(The Soedirman Journal of Nursing), 11(3), 1–7.
Jeong, J. H., & Kim, E. J. (2020). Development and Evaluation of an SBAR-based Fall
Simulation Program for Nursing Students. Asian Nursing Research, 14(2), 114–121.
https://doi.org/10.1016/j.anr.2020.04.004
Karlsen, M. W., Kristin, A., & Lise, A. (2017). confirming communication skills : A
descriptive qualitative study. Intensive & Critical Care Nursing.
https://doi.org/10.1016/j.iccn.2017.04.005
Kellie Long. (2018). Effectiveness of Standardized Patients on the Self-Efficacy of Nursing
Students ’ Communication Skills.
Kim M. (2015). Patient role simulation practicum in maternity nursing : The effects on
problem solving ability , self- directed learning ability , and communication skill (
Article ).
Kim, Y., & Cho, O. (2018). SIMULATION EDUCATION WITH PROBLEM-BASED
LEARNING : EFFECT ON NURSING STUDENTS ’. 46(1), 151–160.
Lai, C. (2016). Computers & Education Training nursing students ’ communication skills
with online video peer assessment. Computers & Education, 97, 21–30.
https://doi.org/10.1016/j.compedu.2016.02.017
Li, J., Li, X., Gu, L., Zhang, R., Zhao, R., Cai, Q., … Wei, H. (2019). Effects of
Simulation-Based Deliberate Practice on Nursing Students ’ Communication ,
Empathy , and Self- Efficacy. 58(12), 2019. https://doi.org/10.3928/01484834-
20191120-02
Maclean, S., Geddes, F., Kelly, M., & Della, P. (2019). Video Reflection in Discharge
Communication Skills Training With Simulated Patients : A Qualitative Study of
Nursing Students ’ Perceptions. Clinical Simulation in Nursing, 28, 15–24.
Maclean, S., Lecturer, R. N., Kelly, M., Community, A., Geddes, F., Manager, P., & Della,
P. (2018). Evaluating the Use of Teach-Back in Simulation Training to Improve
Discharge Communication Practices of Undergraduate Nursing Students. Clinical
Simulation in Nursing, 22, 13–21. https://doi.org/10.1016/j.ecns.2018.06.005
Martin, C. T., & Chanda, N. (2016). Mental Health Clinical Simulation : Therapeutic
Communication. Clinical Simulation in Nursing, 12(6), 209–214.
Neilson, S. J., & Reeves, A. (2019). Nurse Education in Practice The use of a theatre
workshop in developing e ff ective communication in paediatric end of life care.
Nurse Education in Practice, 36(February), 7–12.
Ok, E., Kutlu, F. Y., & Ates, E. (2019). Issues in Mental Health Nursing The Effect of
Standardized Patient Simulation Prior to Mental Health Rotation on Nursing Students
’ Anxiety and Communication Skills The Effect of Standardized Patient Simulation
Prior to Mental Health Rotation on Nursing Students ’ Anxiety and Communication
Skills. Issues in Mental Health Nursing, 0(0), 1–5.
https://doi.org/10.1080/01612840.2019.1642427
Öztürk, H. (2015). Communication proplems experienced by nursing students in clinics.
93, 2227–2232. https://doi.org/10.1016/j.sbspro.2013.10.194
Stevens, N., Mcniesh, S., & Goyal, D. (2019). Students to Improve Communication Skills.

DOI: 10.30994/sjik.v9i2.420
00(0), 1–2. https://doi.org/10.1111/jan.12307

Sukamto, F. I., & Putri, D. R. (2019). EFEKTIFITAS METODE SIMULASI : ROLE
PLAY TERHADAP PENINGKATAN PENGETAHUAN MASYARAKAT
TENTANG BASIC LIFE SUPPORT (BLS) DI KELURAHAN SETONO
KABUPATEN PONOROGO. Dinamika Kesehatan Jurnal Kebidanan Dan
Keperawatan, 10(1).
Wang, W., Liang, Z., Blazeck, A., & Greene, B. (2015). Nurse Education Today
Improving Chinese nursing students ’ communication skills by utilizing video-
stimulated recall and role-play case scenarios to introduce them to the SBAR
technique. YNEDT, 35(7), 881–887. https://doi.org/10.1016/j.nedt.2015.02.010
Webster, K. E. F., & Carlson, E. (2019). Building therapeutic connections with the acutely
ill through standardised patient simulation in nurse education an evaluation study.
Nurse Education Today, 104261. https://doi.org/10.1016/j.nedt.2019.104261
White, K. A. (2015). Development and Validation of a Tool to Measure Self-Confi dence
and Anxiety in. https://doi.org/10.3928/01484834-20131118-05
Yeh, V. J., Sherwood, G., Durham, C. F., Kardong-edgren, S., Schwartz, T. A., & Beeber,
L. S. (2019). Online Simulation-Based Mastery Learning with Deliberate Practice :
Developing Interprofessional Communication Skill. Clinical Simulation in Nursing,
32, 27–38. https://doi.org/10.1016/j.ecns.2019.04.005
Yu, M. (2017). Effectiveness of a role-play simulation program involving the sbar
technique: A quasi-experimental stud. https://doi.org/10.1016/j.nedt.2017.04.002

heri,+120.+Erfan+Rofiqi+1238-1249

Uploaded by

Copyright:

Available Formats

heri,+120.+Erfan+Rofiqi+1238-1249

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

heri,+120.+Erfan+Rofiqi+1238-1249

Uploaded by

Copyright:

Available Formats

STRADA Jurnal Ilmiah Kesehatan

The Effectivenes of Simulation Methods to Improve

Keywords: Simulation method, Communication skill, Nursing Practice

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1238

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1239

42 articles did not fit the inclusion

A full, assessable article (n= 67) criteria and PICOS

25 Selected research articles

Figure 1. Study selection flow diagram

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1240

Table 1. Summary of Literature Search Results for Systematic Reviews

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1241

Author, year and

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1242

Author, year and

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1243

Author, year and

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1244

Author, year and

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1245

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1246

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1247

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1248

00(0), 1–2. https://doi.org/10.1111/jan.12307

Website: https://sjik.org/index.php/sjik | Email: [email protected] 1249

You might also like