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