Abstract

Upon completion of their education, nursing students are expected to practice safely and competently. Societal changes and revisions to nursing education have altered the way nursing students learn to competently care for patients. Increasingly, simulation experiences are used to assist students to integrate theoretical knowledge into practice. Reasons for and the variety of simulation activities used in nursing education in light of learning theory are discussed. By combining Benner's nursing skill acquisition theory with Kolb's experiential learning theory, theoretical underpinnings for examining the use of simulations in the context of nursing education are provided.

Submitted: July 27, 2006 · Accepted: September 19, 2006 · Published: September 17, 2007

Recommended Citation

Waldner, Magda H. and Olson, Joanne K. (2007) "Taking the Patient to the Classroom: Applying Theoretical Frameworks to Simulation in Nursing Education," International Journal of Nursing Education Scholarship: Vol. 4 : Iss. 1, Article 18.
Available at: http://www.bepress.com/ijnes/vol4/iss1/art18