Integrating a learning outcomes assessment rubric into a deteriorating patient simulation for undergraduate nursing students

Marian Luctkar-Flude, Deborah Tregunno, Rylan Egan, Kim Sears, Jane Tyerman


Background: Few studies have examined effective methods to prepare learners to participate in simulation-based learning experiences. Similarly, there is limited literature on valid, reliable assessment methods to determine whether clinical simulation learning outcomes have been met. We developed a learning outcomes assessment rubric to support self-regulated learning and assessment during presimulation preparation and debriefing.

Methods: Fourth-year undergraduate nursing students enrolled in a critical care nursing course participated in two deteriorating patient simulations, one delivered in a traditional format, and the other using a new format incorporating a learning outcomes assessment rubric into presimulation preparation and debriefing. A descriptive survey evaluated learner perceived competence with deteriorating patients and satisfaction with the two simulations formats. Learner self-assessment data using the rubric was collected pre and post simulation.

Results: Learner satisfaction with the deteriorating patient scenario and accompanying assessment rubric was very high. Learners were significantly more satisfied with the simulation scenario delivered using the new format which included the assessment rubric than with the standard format without the assessment rubric (p < .001). Learners valued the opportunity to identify their own learning needs, and reported increased competence in management of a deteriorating patient following the simulation (p < .001).

Conclusions: Senior nursing students perceived that integration of learning outcomes assessment rubrics into simulation design enhanced their self-regulated learning and presimulation preparation. Further research is needed to explore presimulation preparation strategies and to validate rubrics used for summative assessment.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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