Exploring the impact of simulation-based learning (SBL) on the acquisition of psychomotor skills, knowledge, retention, satisfaction and confidence in teaching urinary catheterization in nursing education: Systematic review
Year: 2025
Type: review
Study design: Systematic Review
Abstract: Background Urinary catheterization is a vital yet challenging skill for nursing students, as improper technique can lead to catheter-associated urinary tract infections (CAUTIs). Simulationbased learning (SBL) provides a safe and controlled environment for students to practice and refine such procedures. Methods Following PRISMA guidelines, comprehensive searches were conducted across MEDLINE, CINAHL, Embase, PsycINFO, and Cochrane databases. The Cochrane Risk of Bias 2 (RoB 2) tool was used to assess randomized controlled trials (RCTs), while the Joanna Briggs Institute (JBI) Critical Appraisal Tool for Quasi-Experimental Studies was applied to non-randomized studies. A narrative synthesis approach was employed for data analysis. Results Eight studies (three RCTs and five quasi-experimental) from six countries met the inclusion criteria. Most studies reported immediate positive outcomes. However, only one study assessed long-term effects and one evaluated knowledge acquisition, highlighting key gaps in the current evidence. Conclusion SBL appears effective in enhancing nursing students' competencies in urinary catheterization. Nevertheless, further robust research is needed to evaluate long-term retention, cost-effectiveness, and transferability across diverse educational contexts.
Source: Clinical Simulation in Nursing
Authors: Azzah Alaklabi, Ali Alharbi, Clare McFeely, Rosemary Mullen, William Miller
Institutions: University of Bisha, University of Glasgow, King Saud University
Language: English
Subfield: Physiology
Field: Medicine
Domain: Health Sciences
Open Access status: hybrid
Estimated APC paid: $3,210
OpenAlex ID: W4416110381