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Para desarrollar el dominio cognitivo, fueron movilizados los objetivos conocer y comprender de la taxonomía de Bloom. El desarrollo de competencia clínica se consiguió articulando conocimientos, habilidades y actitudes. Se identificaron 871 estudios, cuatro hicieron parte de la muestra. Métodos: revisión integrativa en las bases National Library of Medicine (NLM), National Institutes of Health (NIH), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Literatura Latinoamericana y del Caribe en Ciencias de la Salud (LILACS), Web of Science y SCOPUS con el apoyo del aplicativo Rayyan. Investigar las evidencias científicas existentes sobre la utilización de la taxonomía de Bloom para el desarrollo de competencias en profesionales y estudiantes de enfermería usando la simulación clínica. It is possible to develop clinical competence in nursing by adopting Bloom’s taxonomy in each phase of clinical simulation.Įducation, Nursing Simulation Training Clinical Competence Learning Classification The affective domain was developed through will and motivation to learn. The psychomotor domain required development of the skills demanded by the proposed clinical care.
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To develop the cognitive domain, the objectives of knowledge and comprehension of the Bloom’s taxonomy were mobilized. The development of clinical competence occurred through the coordination of knowledge, skills, and attitudes. Results:Ī total of 871 studies were identified four composed the sample. Integrative review of the National Library of Medicine (NLM), National Institutes of Health (NIH), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Latin American and Caribbean Literature in Health Sciences (LILACS), Web of Science and SCOPUS databases, using the Rayyan application. To investigate the scientific evidence on the use of Bloom’s taxonomy for developing competence in nursing professionals and students in clinical simulation.