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Experts identify 152 behavioral outcomes aligned with competency-based education in nursing simulation, suggesting a systematic approach is needed.
Background: Transitioning to competency-based education (CBE) in nursing simulation education requires a systematic approach to curriculum assessment. Information about how to implement CBE in simulation is unclear. Method: Using the University’s Online Simulation System, 2 experts selected American Association of Colleges of Nursing (AACN) behavioral performance indicators (BPIs) that best matched behavioral outcomes associated with simulation student roles in 5 scenarios. Using a 3-phase process, interrater agreement between 2 experts was resolved through a consensus process (> 89% agreement, 11% least agreed). Next, a third expert validated the first 2 experts’ matches (98% agreement, 2% least agreed). Results: One hundred fifty-two expected behavioral outcomes were identified and matched with 39 BPIs. Conclusion: A 3-phased approach was used by the faculty to identify and align cognitive simulation objectives to competencies identified in the AACN BPIs. The authors recommend using a systematic approach to validate current simulation activities that are competency-based and identify potential gaps in the curriculum.
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Stephen et al. (2025) studied this question.
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