title: Theory-based research of high fidelity simulation use in nursing education: a review of the literature.
abstract: In this article, we explore the extent to which theory-based research is informing our understanding of high-fidelity simulation use in nursing education. We reviewed the primary literature archived in the Cumulative Index of Nursing and Applied Health Literature (CINAHL) and Proquest Dissertation and Theses for empirical reports using the key terms high-fidelity simulation and nursing from the years 1989 to 2009. Of the articles that matched our inclusion criteria: 45% made no use of theory; 45% made minimal use; and 10% made adequate use. We argue that theory-based research could bring coherence and external validity to this domain.
authors.affiliation: University of Calgary, Canada. lrourke@ucalgary.ca
authors.forename: Liam
authors.initials: L
authors.lastname: Rourke
authors.forename: Megan
authors.initials: M
authors.lastname: Schmidt
authors.forename: Neera
authors.initials: N
authors.lastname: Garga
mesh_terms: D002983:Clinical Competence; D003162:Competency-Based Education / Q000379:methods*; D003198:Computer Simulation; D003194:Computer-Assisted Instruction / Q000379:methods*; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004521:Educational Measurement; D006801:Humans; D008348:Manikins; D017145:Models, Educational; D016294:Models, Nursing; D015402:Nursing Education Research; D016544:Patient Simulation; D012107:Research Design; D013338:Students, Nursing