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1. A nursing educator is planning to use a simulation-based
learning activity for a group of senior nursing students. The
educator wants to evaluate the students' clinical reasoning
skills during the simulation. Which of the following
methods is the most appropriate for this purpose?
a) Debriefing
b) Peer feedback
c) Self-reflection
d) Think-aloud protocol*
Rationale: A think-aloud protocol is a method that requires
the students to verbalize their thoughts and actions during
the simulation, which allows the educator to assess their
clinical reasoning process and identify any gaps or errors.
Debriefing, peer feedback, and self-reflection are also
useful methods, but they are more suitable for evaluating
the students' performance and learning outcomes after the
simulation.
2. A nursing educator is conducting a clinical practicum for
a group of junior nursing students in a medical-surgical
unit. The educator observes that one of the students, John,
is struggling with performing basic nursing skills, such as
vital signs measurement, wound care, and medication
administration. The educator decides to intervene and
provide John with additional guidance and support. Which
of the following actions should the educator take first?
a) Review John's learning objectives and expectations for
the practicum
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