Abstract
This chapter presents the results of an integrative review and synthesis of the literature to identify and evaluate pedagogical strategies with simulation technology that can enhance clinical competence of nursing students. Research studies published from 2006 to 2017 were examined which included either (1) a comparison of participants’ enhancement in clinical competence with that of non-participants in simulation or (2) pedagogical strategies vital for enhancing clinical competence in nursing education. We looked systematically for studies in five databases: CINAHL, ERIC, MEDLINE, ProQuest Education, and ProQuest Nursing and Allied Health. An inductive approach was used to extract critical information for categorisation and synthesis. Eventually, 11 out of the original 261 papers met the criteria for inclusion in this review. The simulation-based learning (SBL) was designed as a group-based learning activity, where students were able to develop one of three roles – ‘Performer’, ‘Observer’, or ‘Partner’ – with respective responsibilities to enhance clinical competence. Specific pedagogical approaches should be deployed in the three phases of the simulation that can accommodate nursing students’ learning needs. The review identified critical pedagogies of SBL delivery, with assigned roles for students, to enhance clinical competence as an agenda for future research.
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13 November 2020
Correction to: Chapter 22 in: K. C. Li et al. (eds.), Innovating Education in Technology-Supported Environments, Education Innovation Series, https://doi.org/10.1007/978-981-15-6591-5
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Wong, S.L., Wu, C.S.T., Suen, L.K.P. (2020). Pedagogical Strategies with Simulation Technology to Enhance Clinical Competence in Nursing Education. In: Li, K.C., Tsang, E.Y.M., Wong, B.T.M. (eds) Innovating Education in Technology-Supported Environments. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-15-6591-5_22
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