Category I |
S1(27) Martinez (2017) United States |
Kolb’s experiential theory |
Pilot study, without control group, pre and post |
Nursing students |
MHNCCS◊; questionnaires built for the study |
Simulated setting Y‡ |
Excited psychiatric patient |
Confidence and knowledge increased after the simulation. In some cases, the results of the evaluation of knowledge remained the same or were smaller in post-simulation than in pre-simulation. SE: II. |
S3(14) Wong et al (2015) United States(?)† |
Kolb’s experiential knowledge theory |
Survey-based design, pre and post |
Emergency team workers |
Management of Aggression and Violence Attitude Scale - MAVAS |
Simulated settings, excited patients Y |
Patient violence |
Three constructs improved substantially: internal/biomedical factors, external/team factors, and situational/interactive perspectives. Behavior reactions regarding the management of patient violence was not statistically significant. SE: II. |
S4(28) Kotora et al (2014) United States |
Department of Homeland Security’s IS:907 Active Shooter course |
Quasi-experimental study with mixed, pre and post methods |
Nurses, residents and medical students |
Questionnaire elaborated (face validity) |
Training with didactic methods and setting Y |
Active shooter(s) in a hospital emergency unit |
It was identified a statistically significant difference between the pre and post-implementation in relation to the questionnaire scores. There was no difference in the nurses’ scores. SE: II. |
S5(29) Mallette et al (2011) Canada |
Kirkpatrick model Bandura self-efficacy theory |
Experimental efficacy study, with control group, pilot study, pre and post |
Nurses of a hospital |
Questionnaire: demographic; reliable; knowledge (content validity); from the proposal of the National League for Nursing; Virtual-World Debriefing Questionnaire; The Global Rating Scale |
Role play and practice in virtual patient unit Y |
Horizontal violence at work (among nurses) |
For the participants, all strategies were profitable. The participants’ satisfaction was greater in the e-learning method with virtual world experiential learning. The authors considered this combination an effective proposal to promote knowledge and skills regarding horizontal violence. SE: II. |
S6(13) Nau et al (2010) Germany |
Evidences and elements for program; educational theories; descriptions from the Universities ‘and Colleges’ Staff Development Agency; objectives, contents and methods |
Pre and post-test design within and among groups, without control group, pre and post |
Nursing students |
Deescalating Aggressive Behaviour Scale (DABS) |
Settings with simulation patients NSǂ |
Deescalating Aggressive patients |
Training participants managed setting A and B significantly better compared to the untrained. In some cases, there was a great improvement after implementation, while in others it was not verified or the performance was lower. SE: II. |
S9(33) McConville et al (2006) United Kingdom(?) |
Self-efficacy theory |
Pre and post-test design, without separation into control group or experimental, pre and post |
Nursing students |
Instruments developed for the study |
Video clip NS |
Nurses dealing with potentially difficult and sensitive patients |
Results related to aggressive patient management were not statistically significant. However, pre and post-video clip analysis indicated that the average related to self-efficacy in dealing with aggressive patients increased after the module (3.04 vs 3.33). SE: II. |
Category II |
S2(30) Ulrich et al (2017) United States |
- |
Qualitative exploratory study, post |
Senior nursing students |
Reflection worksheet built for the study |
Role play simulation Y |
Bullying in nursing practice |
Researchers concluded that the simulation was an effective pedagogy and promoted learning in the cognitive and affective dimensions. SE: III. |
S7(31) Dickens et al (2009) United Kingdom |
Authors have replicated previous publication, but have made some changes considering local variations |
Audit study, cross-sectional Measurement during the setting |
Participants from a psychiatric hospital |
Demographics and experience data Audit tools have been developed |
Simulated settings (violent aggressor) Y |
Simulated Assault |
14% used the correct procedures they learned previously to escape the assault in 10 seconds. 80% even not using the techniques they learned managed to escape within 10s. The probability of escaping from the use of any resource was significantly lower in the nursing team than in other clinical or nonclinical workers. SE III. |
S8(32) Moule et al (2008) United Kingdom |
- |
Study with mixed methods Assessment at one of the OSCE stationsǁ; Post |
Nursing students pre-record and mentors |
Vignettes, OSCE, experience assessment tool and marking sheet; Individual interviews |
Simulation sessions Y |
Management of violence/ aggression (one of the sessions) |
Students and mentors received the simulation in a positive way. Mentors considered the learning from the simulation was multifaceted, allowing both practical development and acquisition of knowledge about teamwork, providing an opportunity to work collaboratively and to promote student confidence. SE: III. |