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Research

F20 - How Nurse Educators Are Using Simulation to Evaluate Competency in Undergraduate Learners

Friday, June 20, 2025
4:15 PM – 5:00 PM MST
Location: PC 7/Gov 11
Disclosure(s):
Janice A. Sinoski, Ed.D., RN, MSN/Ed, CNE, CHSE, CCRN-K, CEN, CPI: No financial relationships to disclose
Beth A. Rogers, PhD, RN, CNE, CHSE: No relevant disclosure to display
Earline Moreland, MSN, RN, FNP-BC, CHSE: No financial relationships to disclose
Janine E. Hinton, Phd, MN, RN, CHSE: No financial relationships to disclose
LisaMarie Wands, PhD, RN, FNAP, CHSE-A, CNE: No financial relationships to disclose
Marian Luctkar-Flude, RN, PhD, CCSNE, FCNEI: No financial relationships to disclose
Arlene B. De La Rocha, PhD, M.Ed., M.ScN., RN: No financial relationships to disclose
Laura A. Killam, RN, MScN: No financial relationships to disclose
Abstract : Background
Accrediting bodies and professional organizations concerned with the declining competency of newly graduated nurses call for nursing programs to measure learner competencies. Regulation bodies support the increased use of simulation to measure competency. Research on how best to define and measure or evaluate nursing competency is limited. This study aims to examine competency definitions, collate current methods of measuring competency, and identify barriers to assessing learner competency using simulation.

Method
An INACSL special interest research group formed an international team of members to create, conduct, and evaluate responses to a needs assessment, determining current uses and barriers to using simulation to assess undergraduate nursing learner competency. Nurse educators' responses from 9 countries informed the development of a survey exploring competency evaluation practices. A quantitative cross-sectional descriptive study design guided by NLN Jeffries Simulation Theory was used to survey nursing faculty who use or plan to use simulation to evaluate undergraduate nursing student competency. Recruitment of participants included convenience and snowball sampling, presentations, discussion forums, social media, newsletters, and advertisements on personal networks. Non-English readers were excluded.

Results
Eighty-five responses representing nine countries report using simulation to evaluate competency. Results demonstrate wide variance in defining, measuring, leveling, and grading competencies. Descriptive statistics summarize data and highlight multiple barriers to measuring competency.

Discussion
International results reflect varied definitions and criteria for assessment and evaluation when using simulation to measure learner competency, underscoring the need for ongoing collaboration to develop standardized frameworks to ensure consistent competency evaluation of learners by nurse educators.

Please include a short summary of your presentation that highlights why an attendee would want to participate in your session.: The results and implications of an international survey reveal the current practices of nurse educators using simulation to define, measure, and evaluate undergraduate nursing learners' competency. A wide variance in responses underscores the need for ongoing collaboration to develop standardized frameworks and tools to ensure consistent competency evaluation of learners by nurse educators. Barriers to measuring competency are identified.

Learning Objectives:

  • 1. After an interactive discussion, the participants can identify key reasons and benefits for developing a simulation framework to measure and evaluate learner competencies in undergraduate nursing programs.
  • 2. After this presentation, participants can identify factors contributing to the variability in defining, measuring, leveling, and grading competencies in nursing education using simulation.
  • 3. After this presentation, the participants can suggest improvements or alternative approaches to overcome identified barriers in measuring and evaluating competency in undergraduate nurse learners.