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

Area of Science:

• Nursing Education
• Healthcare Simulation
• Competency-Based Education

Background:

• Simulation-based education is crucial for meeting updated nursing competency standards.
• Nurse practitioner simulation research often lacks strong theoretical foundations beyond existing models.
• There's a need for rigorous research integrating diverse theories and frameworks.

Purpose of the Study:

• To explore and differentiate the application of various theories and frameworks in simulation-based education.
• To determine how theories and frameworks can be used independently or combined to assess competency outcomes.
• To advance simulation science in nurse practitioner education.

Main Methods:

• Literature review and conceptual analysis of existing theories and frameworks in simulation education.
• Exploration of theoretical integration for competency outcome assessment.
• Development of recommendations for future simulation research.

Main Results:

• Current research often relies on limited theoretical underpinnings.
• Various learning theories and conceptual frameworks can be applied to simulation.
• Frameworks are essential for tracking competency progression and measuring outcomes.

Conclusions:

• Integrating diverse learning theories and conceptual frameworks is vital for advancing nurse practitioner simulation education.
• Consistent application of established theories and frameworks will inform best practices.
• This approach will address challenges in high-stakes evaluation and learner credit for simulation activities.