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Permanent link (DOI): https://doi.org/10.7939/R3G737B04

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Taking the patient to the classroom: Applying theoretical frameworks to simulation in nursing education Open Access

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Author or creator
Waldner, M.
Olson, J.
Additional contributors
Subject/Keyword
Benner
Kolb
Teaching methods
Skill acquisition
Simulation
Clinical education
Type of item
Journal Article (Published)
Language
English
Place
Time
Description
Upon completion of their education, nursing students are expected to practice safely and competently. Societal changes and revisions to nursing education have altered the way nursing students learn to competently care for patients. Increasingly, simulation experiences are used to assist students to integrate theoretical knowledge into practice. Reasons for and the variety of simulation activities used in nursing education in light of learning theory are discussed. By combining Benner’s nursing skill acquisition theory with Kolb’s experiential learning theory, theoretical underpinnings for examining the use of simulations in the context of nursing education are provided.
Date created
2007
DOI
doi:10.7939/R3G737B04
License information
Rights
© 2007 Walter de Gruyter. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited. The final publication is available at www.degruyter.com.
Citation for previous publication
Waldner, M. & Olson, J. (2007). Taking the patient to the classroom: Applying theoretical frameworks to simulation in nursing education. International Journal of Nursing Education Scholarship, 4(1), Article 18, 1-14. DOI: 10.2202/1548-923X.1317.
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