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

Juliana Da Silva Garcia Nascimento,Maria Celia Barcellos Dalri,Mateus Goulart Alves,Tainá Vilhar Siqueira,Jordana Luiza Gouvêa De Oliveira,Daniela Da Silva Garcia Regino

doi:10.1590/0034-7167-2020-0135

Abstract

to investigate the scientific evidence on the use of Bloom's taxonomy for developing competence in nursing professionals and students in clinical simulation. 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. 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. it is possible to develop clinical competence in nursing by adopting Bloom's taxonomy in each phase of clinical simulation.

Highlights

In the process of teaching and learning in nursing, some tasks are easier to accomplish than others, and the mechanism chosen to facilitate them is the key to overcoming this challenge(1)
Four primary studies were considered eligible for the final sample of this integrative review, and are presented in Chart 2
Chart 3 demonstrates the phases of clinical simulation and the relationship with Bloom’s taxonomy to develop nursing competence, by means of the distribution of each action, corresponding to the three domains of the proposed taxonomy

Summary

Introduction

In the process of teaching and learning in nursing, some tasks are easier to accomplish than others, and the mechanism chosen to facilitate them is the key to overcoming this challenge(1). The adoption of educational methodologies that aim to reduce the distance between what is taught and what, occurs in practice, is encouraged. This can be facilitated by improving the clinical competence of nurses and nursing students(2). The development of clinical competence is not a new theme in nursing. It has been presented under different meanings, focusing on different educational discussions, in the international context. The concept and assessment mechanisms of clinical competence are the protagonists of this discussion(4)

Objectives

Results

Discussion

Conclusion