Transition of Simulation-Based Learning in Nursing Schools: A Concept Analysis

Abstract

Purpose The purpose of this study was to identify the attributes, antecedents, and consequences of the transition of simulation-based learning (SBL) in nursing schools. Methods The study was conducted in accordance with Walker and Avant’s conceptual analysis process. We searched MEDLINE, CINAHL, EMBASE, Google Scholar, and RISS (Korean Education and Research Information Service) databases, resulting in nine studies for an in-depth review. Results The attributes of transition of SBL include (1) preparing for a professional role, (2) practicing in a real clinical setting, and (3) progressing toward expected competency. Antecedents of the concept include novice status, changing roles, clinical experience in controlled settings, and expected competency in the clinical setting. Conclusion The transition of SBL includes the important feature of progression toward expected competency. Further research is needed to identify graduate nurses’ experiences during this transition to establish a strategy for improving it and developing a measurement tool that reflects attributes of the concept. Key Words: Transition, Simulation, Nurse, Practice 주요어: 이행, ì‹œë®¬ë ˆì´ì ˜, ì‹ ìž ê°„í˜¸ì‚¬, 실무