NLN/Jeffries Simulation Framework State of the Science Project: Simulation Learning Outcomes

BackgroundJeffries presented “A Framework for Designing, Implementing, and Evaluating Simulation Used as Teaching Strategies in Nursing”, which described specific constructs as core to the framework design, in 2005. In 2010, the National League of Nursing/Jeffries Simulation Framework (NLN/JSF) project reviewed the current state of the science in support of the framework. A panel of education and simulation experts was gathered to review the literature for each of the framework constructs. Within the construct of learning outcomes, five key subcomponents emerged from the literature: skills performance, learner satisfaction, knowledge/learning, critical thinking/clinical judgment, and self-confidence/self-efficacy.MethodLiterature citations and publications were abstracted into a shared database to summarize findings. Preliminary findings were presented during the 2012 Annual International Nursing Association Simulation/Learning Resources Center conference. During the conference, feedback received help guide further exploration of constructs. The project team summarized findings from the literature review and identified gaps in the knowledge for future research.ResultsWe discovered challenges in the volume and strength of evidence supporting the construct. Constructs were found within the literature using a variety of terms. Supportive evidence was strongest in knowledge acquisition, satisfaction and clinical skill attainment, weakest for critical thinking/clinical judgment, and confidence/self-efficacy.ConclusionMany of the concepts of the Learning Outcomes appear to be widely discussed within simulation arenas. There is a need to standardized terms and provide descriptions of constructs and outcomes reported in the simulation literature. Based on our discovered limitations and gaps in the literature, there are multiple opportunities for future research to validate how learning outcomes are effected by using the NLN/JSF framework as a modality for education and research design.