| Sumario: | Purpose: This scoping review examined the assessment of learning outcomes in simulation-based education to recognize and respond to deteriorating patients in nursing education. Methods: The review followed Arksey and O'Malley's scoping review framework and the Joanna Briggs Institute's manual. Studies were retrieved from databases such as Cochrane Central, PubMed, EMBASE, and the Cumulative Index to Nursing and Allied Health Literature. Results: A total of 15 studies, published between 2010 and 2023, were reviewed. Only six studies (40%) assessed both the cognitive learning outcomes related to recognition and the psychomotor outcomes related to responses to DPs. The learning outcomes included knowledge, situational awareness, cognition, the modified early warning score (MEWS), the situation--background--assessment--recommendation score, and teamwork in the cognitive domain; the MEWS action algorithm and psychomotor performance in the psychomotor domain; and self-efficacy, confidence, and self-confidence in the affective domain. Conclusion: Effective SBE for recognizing and responding to DPs should be designed to assess cognitive and psychomotor learning outcomes in nursing education. Future research should focus on enhancing non-technical skills through various approaches to SBE to recognize and respond to DPs.
|
|---|