Table 3 Emerged categories and themes of Nordic simulation studies
From: Status of Nordic research on simulation-based learning in healthcare: an integrative review
Technical skills (n = 9) | |
Categories | Studies |
 Resuscitation knowledge and skills | Bjørshol et al. 2011 [42] |
 Resuscitation knowledge and skills | Creutzfeldt et al. 2012 [41] |
 Pharmacist and health food clerk technical skills | Hakoinen et al. 2014 [48] |
 Knowledge and skills in nursing management | Jansson et al. 2014 [46] |
 Dose and methods of teaching resuscitation | Jäntti et al. 2009 [44] |
 Resuscitation performance and assessment of simulation method | Mondrup et al. 2011 [40] |
 Resuscitation knowledge and skills | Naess et al. 2011 [43] |
 Assessment of learning outcomes and learners’ feedback | Silvennoinen et al. 2016 [45] |
 Self-assessment of skills in emergency care | Utsi et al. 2008 [47] |
Non-technical skills (n = 9) | |
Categories | Studies |
 Communication skills assessment | Aspegren et al. 2006 [49] |
 Interprofessional communication and collaboration | Dahl Pedersen et al. 2006 [56] |
 Self-assessment of communication skills | Gabrielsen et al. 2016 [50] |
 Leadership and team skills in cardiac arrest | Høyer et al. 2009 [51] |
 Leadership skills in interprofessional teams | Jacobsson et al. 2012 [53] |
 Communication and quality management skills related to patients with chronic diseases | Jensen et al. 2013 [54] |
 Assessment tool for decision-making | Lauri 1992 [52] |
 Self-assessment on trauma team management know-how | Rosqvist & Lauritsalo 2013 [55] |
 Multiprofessional team training | Østergaard et al. 2008 [35] |
User experience (n = 9) | |
Categories | Studies |
 Participants’ perception of the simulation | Ameur et al. 2003 [63] |
 Participants’ experience of learning outcome from simulation | Bondevik et al. 2006 [57] |
 Participants’ experience on physical, psychosocial and organizational factors that affect the CSL learning environment | Haraldseid et al. 2015 [37] |
 Participants’ experience and self-assessment of three simulation modalities | Koponen & Pyörälä 2014 [62] |
 Participants’ experience with computer-based virtual simulation | Mäkitie et al. 2008 [64] |
 Participants’ experience on virtual patients | Salminen et al. 2014 [58] |
 Participants’ experience on resuscitation course | Thesen et al. 2004 [59] |
 Participants’ experience on teaching and learning on in-service training | Toivanen et al. 2012 [61] |
 Participants’ experience and self-assessment | Wisborg et al. 2009 [36] |
Educational aspects (n = 7) | |
Categories | Studies |
 Planning, preparing and conducting clinical simulations | Jensen et al. 2015 [69] |
 Simulation as a tool for enhancing reflection | Lestander et al. 2016 [67] |
 Pilot testing of a virtual reality simulation | Mjelstad et al. 2007 [70] |
 Assessing simulation teaching methods | Poikela et al. 2015 [66] |
 Issues and challenges with simulation implementation | Reierson et al. 2015 [38] |
 Curriculum development on interpersonal communication competences | Saaranen et al. 2015 [68] |
 Satisfaction with interprofessional team training | Westfelt et al. 2010 [71] |
Patient safety (n = 3) | |
Categories | Studies |
 Effects of intervention on mortality rate | Fuhrmann et al. 2009 [73] |
 Prevention of medication and systemic errors | Dieckmann et al. 2014 [72] |
 Development of a pedagogical design of patient safety curriculum | Tella et al. 2015 [39] |