Competency-based Evaluations in Undergraduate Nursing Simulation: A State of the Literature

•Variances in evaluation methods and tools used to assess competency are apparent.•The use of scaffolding nursing theories is needed to show knowledge attainment.•Outcomes are currently heavily focused on learner satisfaction and self-confidence.•Further research is warranted to provide guidance to...

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Bibliographic Details
Published in:Clinical simulation in nursing 2023-03, Vol.76, p.1-16
Main Author: Cole, Heather S.
Format: Article
Language:English
Subjects:
competency-based
evaluation
nursing
simulation
undergraduate
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Summary:•Variances in evaluation methods and tools used to assess competency are apparent.•The use of scaffolding nursing theories is needed to show knowledge attainment.•Outcomes are currently heavily focused on learner satisfaction and self-confidence.•Further research is warranted to provide guidance to simulation educators. Variances in evaluations and tools used to assess entry-level nursing competence create inconsistencies within simulation-based learning. This state of the literature aims to determine the current evidence related to competency-based evaluation methods used for undergraduate nursing simulation. The principal investigator searched the literature on competency-based evaluations used with undergraduate nursing students in the simulation setting. The MESH term search included competency-based, high-fidelity simulation training and nursing students. Three recurring factors were discovered related to using competency-based evaluations in undergraduate nursing simulation: theoretical foundations, objective faculty outcome measurements, and tool development. This review identifies several gaps in the literature, including (a) the need for a theoretical scaffolding approach to simulation evaluations, (b) the addition of objective faculty assessments, and (c) the evaluation of outcomes related to learning (knowledge) and performance rather than learner satisfaction and self-confidence.
ISSN:1876-1399
1876-1402
DOI:10.1016/j.ecns.2022.12.004