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Permalink: http://hdl.handle.net/1866/19800

Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review

Article [Version of Record]
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jan13416.pdf (598.5Kb)
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Is part of
Journal of Advanced Nursing ; vol. 74, no 2, pages 239-250
2017-09-20
Author(s)
Lavoie, Patrick
Michaud, Cécile
Bélisle, Marilou
Boyer, Louise
Gosselin, Émilie
Grondin, Myrian
Larue, Caroline
Pepin, Jacinthe
Lavoie, Stéphan
Affiliation
  • Faculté des sciences infirmières
Keywords
  • Assessment
  • Competency-based education
  • Learning theories
  • Literature review
  • Nursing
Abstract(s)
Aim: To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Background: Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Design: Theoretical review. Data Sources: Research papers (N = 182) published between 1999–2015 describing simulation in nursing education. Review Methods: Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Results: Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb’s theory of experiential learning and Bandura’s social cognitive theory and concept of selfefficacy. Students’ perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. Conclusion: This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs.
Lavoie P, Michaud C, Bélisle M, Boyer L, Gosselin É, Grondin M, Larue C, Lavoie S, Pepin J. Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. J Adv Nurs. 2018 Feb;74(2):239-250. doi: 10.1111/jan.13416. Epub 2017 Sep 20. Review. PubMed PMID: 28815750.
Other location(s)
http://dx.doi.org/10.1111/jan.13416
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  • Fac. Sc. infirmières - Travaux et publications [15]

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