I agree with Leo, it would be measuring the knowledge on the topic of the simulation/lecture. If you look at Clinical Simulation in Nursing, there is a wealth of articles on this exact topic.
For my MSN capstone, I am developing a online clinical journal for the students. We just got done with their clinical rotation. Clinical journaling is used with a rubric. In my research, many articles are written on reflective practice after simulation session or clinical.
Look at the Ottowa tool used to judge clinical capabilities.
Development and Validation of a Bronchoscopy Competence
Assessment Tool in a Clinical Setting
Nha Voduc1, Nancy Dudek2, Christopher M. Parker3, Krishna B. Sharma2, and Timothy J. Wood4
also consider:
1. Durning SJ, Artino A, Van der Vleuten CPM, Schuwirth LWT. Clarifying Assumptions to Enhance Our Understanding and Assessment of Clinical Reasoning. Academic Medicine accepted for publication.
2. Harrison CJ, Könings KD, Molyneux A, Schuwirth LWT, Wass V, Van der Vleuten CPM. Web-based feedback after summative assessment: how do students engage? . Medical Education accepted.
3. Durning SJ, Garner S, Artino AR, Pangaro LN, Beckman T, Holmboe E, et al. Using functional neuro-imaging comined with a think-aloud protocol to explore clinical reasoning expertise in internal medicine. Military Medicine accepted.
4. Schuwirth LWT. Making the horse drink; use of mini-CEX in an assessment for learning view (Lead editorial). advances in health sciences education 2013;18(1).
5. Schuwirth LWT. Emotions in learning are more than learning of emotions. Medical Education 2013;47(1):3-17.
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