Abstract
Background
This study aimed to secure and analyze evidence regarding the enhancement of nursing students’ empathy through simulation-based interventions by comprehensively analyzing self-reported emotions and reactions (primary outcomes) as well as the results reported by nursing students who experienced simulation-based interventions, including empathy.
Methods
This systematic literature review and meta-analysis investigated the effects of simulation-based interventions on enhancing empathy among nursing students. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used for the systematic review and meta-analysis. The following details were considered: population, nursing students, intervention, simulation-based interventions targeting empathy enhancement, comparators, control groups without intervention or those undergoing general non-simulation-based classes, and outcomes (self-reported empathy).
Results
The overall effect size for empathy was 0.35, indicating a statistically significant effect. Meta-regression analysis examining empathy revealed significant results for the following factors: year (Ref: <2019), country (Ref: Asia), center (Ref: 1), IRB (Ref: No), research design (Ref: Quasi-Experimental), participants (Ref: <60), intervention type (Ref: Simulation), control group intervention (Ref: No or usual), and intervention duration (Ref: not reported or < 4 weeks).
Conclusions
Considering factors such as variations in sample size, research approaches, and the effects of independent studies on empathy, this systematic literature review and meta-analysis suggests that simulation-based education can significantly improve nursing students’ overall empathy skills.