Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

Abstract

Objectives: to investigate the scientific evidence on the use of Bloom’s taxonomy for developing competence in nursing professionals and students in clinical simulation. Methods: integrative review of the National Library of Medicine (NLM), National Institutes of Health (NIH), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Latin American and Caribbean Literature in Health Sciences (LILACS), Web of Science and SCOPUS databases, using the Rayyan application. Results: a total of 871 studies were identified; four composed the sample. The development of clinical competence occurred through the coordination of knowledge, skills, and attitudes. To develop the cognitive domain, the objectives of knowledge and comprehension of the Bloom’s taxonomy were mobilized. The psychomotor domain required development of the skills demanded by the proposed clinical care. The affective domain was developed through will and motivation to learn. Conclusions: it is possible to develop clinical competence in nursing by adopting Bloom’s taxonomy in each phase of clinical simulation.

International Forum on Transfusion Education for Healthcare Professionals Who Administer Blood to Patients in Hospitals and Health Services: Summary

“…There are a vast range of methods used for the assessment of learners in the surveyed institutions. The majority of the institutions utilize knowledge assessment through multiple‐choice questions, and seven perform practical evaluations, direct observations and competency assessments, which assess higher order skills and the application of acquired knowledge [26, 27]. Moreover, repeat training is required by almost half of responding institutions, and outcomes of learning vary with the majority providing either a certification or pass/fail reports.…”

“…There are a vast range of methods used for the assessment of learners in the surveyed institutions. The majority of the institutions utilize knowledge assessment through multiple-choice questions, and seven perform practical evaluations, direct observations and competency assessments, which assess higher order skills and the application of acquired knowledge [26,27] In conclusion, there are a vast number of educational opportunities that are available for healthcare professionals who administer blood transfusion. However, the development and sustainability of these educational programmes include many challenges to overcome.…”

A Scoping Review on the Use of Experiential Learning in Professional Education on Intimate Partner Violence

“…In medicine, social work, and nursing, competence pertains to the use of one’s cognitive, psychomotor, and affective skills, also known as KSA (Epstein & Hundert, 2002 ; Factor-Inwentash Faculty of Social Work, ( n.d. ); Fukada, 2018 ) in their practice. The language of KSA in relation to education is commonly associated with Bloom’s ( 1956 ) taxonomy of educational objectives which comprises of three domains: cognitive/knowledge (acquiring and utilizing knowledge), psychomotor/skills (performing skills and tasks), and affective/attitude (relating to awareness and value) (Nascimento et al, 2021 ). Within the IPV literature, goals related to KSA competencies were prevalent even over 20 years ago (Brandt, 1997 ).…”

Clinical learning opportunity in public academic hospitals: A concept analysis

“…Consideration of the cognitive level of student nurses is vital as it promotes building upon and combining their prior knowledge with the latest information to process new understanding that will develop their critical thinking, analysis and evaluation (Mi & Ok-Hee 2021;Nascimento et al 2021). Taking into consideration their cognitive level can be used to support and apply constructive learning to know how best to assist and guide student nurses to develop intellectually and build their skills needed for effective learning.…”