Table 1 Characteristics of the included studies

Pun, 2016 (Hong Kong)

Registered nurse and enrolled nurses

RCT, 2 arms

-

-

HD Unit

Procedural Skill and Specialty Care

Conventional training

Knowledge; skills competence

Self-developed instrument: HD knowledge test and HD skills competence checklist

Tsai, 2008

(Taiwan)

Novice nurses

RCT, 2 arms

0

0

Clinic

Procedural skills

Classroom teaching

Knowledge; clinical application; satisfaction in experimental group

Self-developed instrumentXXXeteriorons on knowledge, clinical applications, and satisfaction)

Wilfong, 2011

(USA)

Registered nurses

RCT, 2 arms

10.3

(-)

17.1

(-)

Large teaching hospital

Procedural skills

Traditional method of

teaching

Number of tries to successfully insert an IV

Peripheral IV insertion survey

Zhang, 2021 (China)

Registered nurses

RCT, 2 arms

-

-

Emergency unit

Specialty care

Conventional training for 3 months

Capacity of emergency care; theoretical assessment; technical skills; preparedness for possible pandemic

Self-developed instrument (The emergency care capability rating scale; MCQ test for theoretical assessment; skill assessment tool); DPET

Chang, 2002 (China)

Registered nurses and enrolled nurses

RCT, 2 arms

11.71

(6.22)

10.14

(6.88)

Community

Procedural skills

Conventional teaching method using a plastic arm

Successful cannulation; anxiety level; intravenous cannulation performance; experience in VR learning

STAI; cannulation checklist;

4-question semi-structured

interview to review the learning

experience

Huang, 2021 (Taiwan)

Newly graduated registered nurses

Quasi-experiment, 2-group

0

0

Hospital

Procedural skill

Conventional flipped learning mode

Decision-making; learning achievement performance; problem-solving tendency; meta-cognition tendency; classroom engagement

Self-developed instrument (MCQ to evaluate knowledge; decision-making test rubric; the problem-solving tendency questionnaire; the meta-cognition tendency questionnaire; the classroom engagement questionnaire)

Liaw, 2015 (Singapore)

Registered nurse

RCT, 2 arms

-

-

Acute nursing care

Specialty care

No intervention

Performance; perception

RAPIDS; questionnaire survey on perception

Roh, 2013 (Korea)

Nurses

RCT, 2 arms

-

-

Hospital

Specialty care

Mannequin-based

simulation

with

SimMan®

Know-ledge; self-efficacy; satisfaction

MCQs based on AHAACLFCQ; self-developed instrument to measure self-efficacy and satisfaction

Chang, 2021 (Taiwan)

Nursing staff

Quasi-experiment, 2-group

8.6

(-)

8.8

(-)

Chemotherapy unit

Specialty care

Traditional training approach

Learning achievement; learning attitudes; learning satisfaction; problem-solving skill

Self-developed instrument (learning achievement test, learning attitudes questionnaire, learning satisfaction questionnaire and eight cases for problem-solving skill test)

Green, 2017 (USA)

Registered nurse

Quasi-experiment, 2-group

-

-

Neonatal unit

Procedural skill

Live neonatal resuscitation simulations

Performance and retention of the neonatal resuscitation skills include: group function, preparation, communication,

oxygen administration, ventilation, and chest compressions

The scoring tool for adherence to neonatal resuscitation guidelines

Luo, 2021 (China)

Newly graduated registered nurses

Quasi-experiment, 2-group

0

0

Hospital

Specialty care

Case study

Clinical judgment; self-confidence; satisfaction

Lasater clinical judgment rubric (LCJR); student self-confidence in learning scale; simulation design scale (SDS)

Zhong, 2021 (China)

Newly registered nurses

Quasi-experiment, 2-group

0

0

Emergency unit

Specialty care

Traditional learning methods

Emergency response ability; self-directed learning ability

AQCFCN-NED; RSSLCN