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

  • Author(s) / Creator(s)
  • 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
  • Subjects / Keywords
  • Type of Item
    Article (Published)
  • DOI
    https://doi.org/10.7939/R3G737B04
  • License
    © 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.
  • Language
  • 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.