ABSTRACT
AIM: The aim of this article is to analyze the concept of action competence and comprise a definition of the concept suitable to apply to virtual simulation in nursing education. BACKGROUND: Virtual simulation has become an instructional method increasingly used in nursing education which creates a challenge for assessment of clinical competence. DESIGN: This concept analysis was performed using Walker and Avant's eight stages of concept analysis. DATA SOURCE: A literature search was conducted using search engines and included peer-reviewed articles from various disciplines. RESULTS: The concept analysis resulted in an operational definition of action competence that is useful in nursing education. CONCLUSION: The use of action competence during virtual simulation sessions provides a means for knowledge transfer, accountability of actions on the part of the students, self-awareness, and reflection. Through this process, students gain critical problem-solving skills that, through sustainability, can be applied to varying future patient scenarios. Action competence contains concrete components applicable to sustainability of knowledge gained by nursing students during virtual simulation.
ABSTRACT
To improve pass rates on the NCLEX-RN, many nursing programs have implemented progression policies that require a minimal passing score on a commercial standardized exit examination. In this article, the authors provide an overview of the controversy surrounding the use of these examinations in nursing education, including ethical, legal, cultural, socioeconomic, and technological considerations, as well as discuss their program's exit examination policy, pass rates, and recommendations for the use of exit examinations.
