Bloom's taxonomy domains |
First phase - Preparation (divided into pre-simulation and prebriefing/briefing) |
Second phase - Participation (execution of the simulated scenario) |
Third phase - Debriefing (reflection of the experience) |
Cognitive domain: actions in a hierarchical order, from minor to major complexity for learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. |
Pre-simulation: (1) Knowledge: memorize the contents previously received; (2) Comprehension: print the meaning of the contents; interpret the knowledge acquired on the subject of simulation. Prebriefing/briefing: (1) Knowledge: memorize the contents previously sent; (2) Comprehension: print meaning to the contents, interpret the knowledge acquired(1515 Negri EC, Pereira Jr GA, Cotta Filho CK, Franzon JC, Mazzo A. Construction and validation of simulated scenario for nursing care to colostomy patients. Texto Contexto Enferm. 2019;28:e20180199. doi: 10.1590/1980-265X-TCE-2018-0199 https://doi.org/10.1590/1980-265X-TCE-20...
-1616 Founds SA, Zewe G, Scheuer LA. Development of high-fidelity simulated clinical experiences for baccalaureate nursing students. J Prof Nurs. 2011;27(1):5-9. doi: 10.1016/j.profnurs.2010.09.002 https://doi.org/10.1016/j.profnurs.2010....
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1) Comprehension: print meaning, interpret knowledge; (2) Application: use the learning in the scenario; (3) Analysis: analyze the elements, facts, events, and postures(1515 Negri EC, Pereira Jr GA, Cotta Filho CK, Franzon JC, Mazzo A. Construction and validation of simulated scenario for nursing care to colostomy patients. Texto Contexto Enferm. 2019;28:e20180199. doi: 10.1590/1980-265X-TCE-2018-0199 https://doi.org/10.1590/1980-265X-TCE-20...
-1616 Founds SA, Zewe G, Scheuer LA. Development of high-fidelity simulated clinical experiences for baccalaureate nursing students. J Prof Nurs. 2011;27(1):5-9. doi: 10.1016/j.profnurs.2010.09.002 https://doi.org/10.1016/j.profnurs.2010....
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(1) Knowledge: memorizing and retaining of knowledge; (2) Comprehension: printing, meaning, interpreting knowledge; (3) Synthesis: articulating with the adopted theoretical reference; (4) Application: transferring knowledge to real situations; (5) Analysis: analyzing elements, facts, events, and postures; (6) Evaluating: evaluating weak and strong points, what is taken to practice(1515 Negri EC, Pereira Jr GA, Cotta Filho CK, Franzon JC, Mazzo A. Construction and validation of simulated scenario for nursing care to colostomy patients. Texto Contexto Enferm. 2019;28:e20180199. doi: 10.1590/1980-265X-TCE-2018-0199 https://doi.org/10.1590/1980-265X-TCE-20...
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Psychomotor domain - actions in a hierarchical order, from minor to major complexity for learning: perceiving, obtaining conducted response, automating, obtaining complex response, adapting, and organizing. |
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(1) Perceiving: recognizing the essential movements related to the proposed simulation; (2) Obtaining conducted response: developing a technical skill; (3) Mechanism: performing the skill automatically; (4) Obtaining complex response: obtaining agility and motor coordination; (5) Adapting: improvising movements (knowing how to act coherently and technically); (6) Organizing: acting spontaneously according to the acquired skill(1515 Negri EC, Pereira Jr GA, Cotta Filho CK, Franzon JC, Mazzo A. Construction and validation of simulated scenario for nursing care to colostomy patients. Texto Contexto Enferm. 2019;28:e20180199. doi: 10.1590/1980-265X-TCE-2018-0199 https://doi.org/10.1590/1980-265X-TCE-20...
16 Founds SA, Zewe G, Scheuer LA. Development of high-fidelity simulated clinical experiences for baccalaureate nursing students. J Prof Nurs. 2011;27(1):5-9. doi: 10.1016/j.profnurs.2010.09.002 https://doi.org/10.1016/j.profnurs.2010....
-1717 Simkins IL, Jaroneski LA. Integrated simulation: a teaching strategy to prepare prelicensure nursing students for professional practice-the students' perspective. Teach Learn Nurs. 2016;11: 15-9. doi: 10.1016/j.teln.2015.08.003 https://doi.org/10.1016/j.teln.2015.08.0...
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Affective domain - actions in hierarchical order, from minor to major complexity for learning: receptivity, response, valuing, organization, and internalization of values |
Pre-simulation: (1) Receptivity: willingness and attention to learning; (2) Response: participate actively and with satisfaction Pre-briefing/briefing: (1) Receptivity: willingness and attention to learning; (2) Response: participating actively and satisfactorily(1515 Negri EC, Pereira Jr GA, Cotta Filho CK, Franzon JC, Mazzo A. Construction and validation of simulated scenario for nursing care to colostomy patients. Texto Contexto Enferm. 2019;28:e20180199. doi: 10.1590/1980-265X-TCE-2018-0199 https://doi.org/10.1590/1980-265X-TCE-20...
16 Founds SA, Zewe G, Scheuer LA. Development of high-fidelity simulated clinical experiences for baccalaureate nursing students. J Prof Nurs. 2011;27(1):5-9. doi: 10.1016/j.profnurs.2010.09.002 https://doi.org/10.1016/j.profnurs.2010....
17 Simkins IL, Jaroneski LA. Integrated simulation: a teaching strategy to prepare prelicensure nursing students for professional practice-the students' perspective. Teach Learn Nurs. 2016;11: 15-9. doi: 10.1016/j.teln.2015.08.003 https://doi.org/10.1016/j.teln.2015.08.0...
-1818 Krautscheid LC. Embedding microethical dilemmas in high-fidelity simulation scenarios: preparing nursing students for ethical practice. J Nurs Educ. 2017;56(1):55-8. doi: 10.3928/01484834-20161219-11 https://doi.org/10.3928/01484834-2016121...
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Participation: (1) Receptivity: willingness and attention to learning; (2) Response: participating actively and satisfactorily(1515 Negri EC, Pereira Jr GA, Cotta Filho CK, Franzon JC, Mazzo A. Construction and validation of simulated scenario for nursing care to colostomy patients. Texto Contexto Enferm. 2019;28:e20180199. doi: 10.1590/1980-265X-TCE-2018-0199 https://doi.org/10.1590/1980-265X-TCE-20...
16 Founds SA, Zewe G, Scheuer LA. Development of high-fidelity simulated clinical experiences for baccalaureate nursing students. J Prof Nurs. 2011;27(1):5-9. doi: 10.1016/j.profnurs.2010.09.002 https://doi.org/10.1016/j.profnurs.2010....
-1717 Simkins IL, Jaroneski LA. Integrated simulation: a teaching strategy to prepare prelicensure nursing students for professional practice-the students' perspective. Teach Learn Nurs. 2016;11: 15-9. doi: 10.1016/j.teln.2015.08.003 https://doi.org/10.1016/j.teln.2015.08.0...
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Debriefing: (1) Receptivity: willingness and attention to learning; (2) Responding: participating actively and satisfactorily; (3) Valuing: making a commitment to learning; (4) Organization: valuing each learning; (5) Internalization: transferring learning to practice(1515 Negri EC, Pereira Jr GA, Cotta Filho CK, Franzon JC, Mazzo A. Construction and validation of simulated scenario for nursing care to colostomy patients. Texto Contexto Enferm. 2019;28:e20180199. doi: 10.1590/1980-265X-TCE-2018-0199 https://doi.org/10.1590/1980-265X-TCE-20...
16 Founds SA, Zewe G, Scheuer LA. Development of high-fidelity simulated clinical experiences for baccalaureate nursing students. J Prof Nurs. 2011;27(1):5-9. doi: 10.1016/j.profnurs.2010.09.002 https://doi.org/10.1016/j.profnurs.2010....
17 Simkins IL, Jaroneski LA. Integrated simulation: a teaching strategy to prepare prelicensure nursing students for professional practice-the students' perspective. Teach Learn Nurs. 2016;11: 15-9. doi: 10.1016/j.teln.2015.08.003 https://doi.org/10.1016/j.teln.2015.08.0...
-1818 Krautscheid LC. Embedding microethical dilemmas in high-fidelity simulation scenarios: preparing nursing students for ethical practice. J Nurs Educ. 2017;56(1):55-8. doi: 10.3928/01484834-20161219-11 https://doi.org/10.3928/01484834-2016121...
). |