Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

Abstract

BackgroundFormative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies.Methods218 undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software.ResultsMost nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance.ConclusionThe best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

“…Field trips have been common in many university settings (Chen and Adefila, 2020). However, simulations also potentially provide an opportunity for students to engage with the real world and use trans-disciplinary approaches to learning (Arrogante et al , 2021; Chen and Adefila, 2020).…”

“…Simulations can be used as a form of formative assessment to highlight what is and what is not being learned, and therefore enable programmatic and pedagogical adjustments to be made in a timely fashion (Selby and Kagawa, 2012; Arrogante et al , 2021). They can also be used as a form of summative assessment to evaluate whether the learning objectives of a course were achieved (Towers et al , 2016).…”

Nivel de satisfacción de la simulación clínica en estudiantes de fisioterapia de una institución de educación superior de la ciudad de Cali-Colombia (Satisfaction level of clinical simulation in physiotherapy students of a higher education institution of the city of Cali-Colombia)

“…En cuanto a la duración de los casos en la simulación de alta fidelidad, en nuestro estudio fue uno de los ítems con menor satisfacción, al igual que en la simulación de baja fidelidad, obteniendo una media de 3,91. En contraste, en otro estudio realizado en 106 estudiantes de enfermería, se utilizó el cuestionario de escala de satisfacción con simulación clínica de alta fidelidad, en donde este ítem obtuvo una media de 4,16 con el 77,3% de los participantes estando muy de acuerdo (Arrogante et al, 2021). Lo anterior, conlleva a reflexionar respecto a las estrategias pedagógicas en la población de nuestro estudio, en donde se hace necesario brindar la posibilidad de un mayor tiempo para los casos clínicos simulados, permitiendo a los estudiantes poder desarrollar sus destrezas y habilidades para el alcance de competencias.…”

Applying formative evaluation in the mentoring of student intern nurses in an emergency department

“…Introducing students to simulated environments can help to reduce the anxiety of nursing students concerning clinical practice. Assessing the achievement of learning outcomes among the students via formative assessment (25) can also drive the process of internship as a whole more virtuously.…”