Abstract
Development of clinical competency is a critical component of undergraduate nursing
education. However, often when students struggle in the clinical setting with skills
such as critical thinking and clinical reasoning, evidence-based resources for remediation
are lacking. Because simulation is a well-established nursing pedagogy, could it be
a valuable tool in clinical remediation for such students? The aim of this integrative
review of literature was to examine what was currently known about clinical remediation
using simulation and how simulation contributes to clinical competency. A literature
search of three data bases was conducted to identify pertinent research using keywords
such as simulation, remediation, nursing, education, clinical reasoning, clinical
safety, and clinical competence. A total of 1,645 total articles were retrieved from
databases, and 76 were retrieved from additional sources. Ultimately, 24 articles
met the inclusion criteria and three main themes emerged which were the use of simulation
as a nursing pedagogy, simulation use in clinical remediation, and effectiveness of
simulation for development of critical thinking and clinical reasoning skills. The
current evidence supports simulation as an effective pedagogy for development of clinical
competency skills, such as critical thinking and clinical reasoning, but there is
a significant deficit of literature on the use of simulation as a tool for clinical
remediation of undergraduate nursing students.
Keywords
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Article info
Publication history
Published online: December 22, 2017
Identification
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© 2017 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
