Nurse Practitioner Education: Recommending Theories and Frameworks for Simulation-Based Experiences and Research

Simulation-based education is an evidence-based strategy to address learning and evaluation of outcomes in the updated American Association of Colleges of Nursing Essentials. Currently, there is a dearth of rigorous research on nurse practitioner education simulation. Studies on the topic often negl...

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Bibliographic Details
Published in:Journal of professional nursing 2024-09, Vol.54, p.50-53
Main Authors: Sibley, Sean, Robinson, Kathryn N.
Format: Article
Language:English
Subjects:
Clinical Competence - standards
Competency-based education
Education, Nursing, Graduate
Humans
Learning
Nurse Practitioners - education
Nursing Education Research
Nursing research
Nursing theory
Simulation Training
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Summary:Simulation-based education is an evidence-based strategy to address learning and evaluation of outcomes in the updated American Association of Colleges of Nursing Essentials. Currently, there is a dearth of rigorous research on nurse practitioner education simulation. Studies on the topic often neglect a sound theoretical or conceptual framework beyond the National League of Nursing Jeffries Simulation Theory. This article aims to explore and distinguish the implementation of various theories and frameworks to determine how these elements can be stand-alone or used in combination to explore simulation-based experience competency outcomes. Specific recommendations for simulation research are (a) to include learning theories, (b) level learning and track competency progression using a framework, and (c) use a framework for measuring outcomes. Simulation science for nurse practitioner education can be advanced through united and consistent use of established theories and frameworks. These efforts will inform emerging best practices of simulation-based learning to address competition-based learning initiatives, validity of high-stakes simulation evaluation, and how to credit learners for simulation activities. •Nurse practitioner simulation programs and research should include learning theory.•Conceptual frameworks aid in leveling simulation experiences within curricula.•Simulation-based program outcomes can be leveled with existing frameworks.
ISSN:8755-7223
1532-8481
1532-8481
DOI:10.1016/j.profnurs.2024.06.010