Edward Dieterle, Chris Dede, Michael Walker
The cyclical ethical effects of using artificial intelligence in education
AI & society
conduct systematic review appraise review evidence impact simulationbased education undergraduateprelicensure nursing students using existing reviews literature umbrella review review reviews cumulative index nursing allied health literature cinahlplus pubmed google scholar reviews literature conducted 2010 2015 regarding simulationbased education prelicensure nursing students joanna briggs institute methodology conduct umbrella review used inform review process twentyfive systematic reviews literature included 14 recent 20132015 described level evidence component studies mix experimental quasiexperimental designs reviews measured around 14 different main outcome variables thus limiting number primary studies individual review could pool appraise many reviews agreed key learning outcome knowledge acquisition although overall quantitative effect derived three four highquality reviews found simulation supported psychomotor development fourth found high quality studies make statistical comparison simulation statistically improved selfefficacy pretestposttest studies experimental designs selfefficacy superior teaching methods lower level research designs limiting comparison reviews commonly reported strong student satisfaction simulation education reported improved confidence andor critical thinking umbrella review took global view 25 reviews simulation research nursing education comprising 700 primary studies discern overall outcomes across reviews statistical comparison quantitative results effect size must key comparator simulationbased education contributes students learning number ways integrated prelicensure nursing curricula overall use constellation instruments lack high quality study designs mean still gaps evidence effects need addressed