Systematic Curriculum Mapping of Virtual Patient Assignments to End-of-Program Outcomes

This article was originally published here

Nurse Educ. 2021 Oct 5. doi: 10.1097/NNE.0000000000001107. Online ahead of print.


BACKGROUND: During the COVID-19 pandemic, virtual clinical learning assignments replaced onsite clinical instruction in many prelicensure nursing programs, but the alignment of those learning experiences to end-of-program outcomes was unknown.

PURPOSE: This article describes the process and results of mapping student competencies gained via virtual patient simulation experiences to a program’s end-of-program outcomes and accrediting standards.

METHODS: A faculty team followed the process of curriculum mapping as described in the literature to evaluate the effectiveness of the program’s virtual clinical learning product in addressing end-of-program outcomes.

RESULTS: The mapping process identified where competencies were being met, which needed enhancing or were redundant, and where gaps existed.

CONCLUSIONS: Curriculum mapping is an effective strategy in evaluating whether virtual patient simulation learning experiences support end-of-program outcomes. Mapping learning activities to outcomes will be fundamental to curriculum development and evaluation as schools of nursing integrate accrediting standards.

PMID:34628434 | DOI:10.1097/NNE.0000000000001107