RT Journal Article
T1 Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction
T2 Comparando la evaluación basada en simulación formativa y sumativa en estudiantes de pregrado en enfermería: adquisición de competencias en enfermería y satisfacción con la simulación clínica
A1 Arrogante Maroto, Óscar
A1 González Romero, Gracia María
A1 López Torre, Eva María
A1 Carrión García, Laura
A1 Polo, Alberto
AB BackgroundFormative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies.MethodsTwo hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software.ResultsMost nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance.ConclusionThe best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.
PB BMC
SN 1472-6955
YR 2021
FD 2021-06-08
LK https://hdl.handle.net/20.500.14352/102555
UL https://hdl.handle.net/20.500.14352/102555
LA eng
NO Arrogante O, González-Romero GM, López-Torre EM, Carrión-García L, Polo A. Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction. BMC Nurs.;20(1):92. https://doi.org/10.1186/s12912-021-00614-2
DS Docta Complutense
RD 25 abr 2025