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SCHOLARLY PAPERmultiple methods of assessment to cover all dimensions of competency, particularly by using a longitudinalapproach within a curriculum and so avoid excessive testing at any one point in time. This will allow educatorsto monitor gradual improvement of learning outcomes and learners’ knowledge base, and assess improvementsin levels of skill against criteria informed by statements and standards within a suite of nursing competencies.The PBSM advocates the use of simulation in assessing the clinical component of the curriculum as it allowseducators to formatively assess in ways that are consistent with the knowledge, skills, and attitudes underpinningcompetent performance. Epstein and Hundert (2002) argue that conventional methods of assessment may“underemphasise some important domains of professional practice, including interpersonal skills, life-longlearning, professionalism, and integration of core knowledge into clinical practice” (p. 226). Most on-campusassessment methods in health professional education still evaluate a single dimension of competency, suchas knowledge or skills, rather than integrating both and explicitly assessing the processes which underpinthem (Epstein 2007; Epstein and Hundert 2002). Simulation has been recognised as a desirable method forassessing competency as it allows for the evaluation of learners’ performance in real-time and in a realisticpractice situation (Decker et al 2011; Scalese et al 2008). Simulation-based assessment allows educatorsto simultaneously examine numerous learners, all exposed to identical scenario conditions, that can bereproduced over time and are highly realistic; thereby creating fairer grounds for assessment, while at thesame time eliminating threats to patient safety (Spunt 2007; Boulet et al 2003).Although simulation has been reported as an effective way of assessing learners’ practical skills and othernon-vocational qualities, scepticism towards using clinical simulation in learner assessment still exists(Donoghue et al 2009; Ryan 2009; Brannan et al 2008). Boulet et al (2003) criticise the reliability of simulationassessment as being strongly influenced by the types and number of simulation encounters. Thus, in the PBSMit is advocated that accommodations be made for multiple simulated encounters to encompass a broaderrange of practice domains in order to effectively and accurately assess learners’ abilities in clinical settings.Although the PBSM actively utilises various forms of simulation for formative assessment and feedback forstudents across the curriculum, the use of immersive simulation as a summative assessment is recommendonly in the final year of a program. This is to ensure that learners have had sufficient exposure to simulationand spent adequate time to prepare for a fair and accurate appraisal of their readiness for transition to theworkforce. It is also essential to create reasonable expectations about the demands of these assessmenttasks for both educators and learners.There is an ongoing need for staff development in all aspects of the PBSM, but particular emphasis needs tobe focused on assessing the processes that learners develop during a program. Unless nurse educators areable to agree on behaviours that reflect critical thinking and to design assessment activities that elicit both theprocess of developing critical thinking and the outcomes of its application to nursing practice, the evidencethat nurses can and do think critically will continue to be questioned. In times of diminishing resources withinuniversities there has been a tendency to rationalise assessment methods to product-oriented, summativeassessment, such as written assignments or essays, knowledge tests, or observation of performance ofclinical procedures. Those involved in nurse education need to develop valid, reliable, efficient, and effectivetools for assessing critical thinking as a process integral to both practice and learning.CONCLUSIONIn summary, the Practice-Based Simulation Model is an innovative curriculum model underpinned byconstructivist pedagogy that is designed in such a way as to ensure critical thinking skills are explicitlyAUSTRALIAN JOURNAL OF ADVANCED NURSING Volume 30 Number 3 48