Introduction:

Graduate nurses are expected to perform scientifically and on the basis of their knowledge. Nowadays, perhaps methods such as simulations, role playing and emphasis on theoretical knowledge are effective in nursing education however the development of professional knowledge hinges on practicing at the bedside. This article will tackle the challenges of these strategies.

Materials and Methods:

The present paper is a case study conducted with investigating library resources and articles in scientific databases like Ovid, Medline, Elseveir, Proquest from 2005 to 2012. The used keywords for search were performance-based learning, practice-based learning. Through examining article, it was determined whether the article was relevant to the subject and the impertinent articles were set aside.

Results:

In the conducted study, 30 articles were obtained among which 11 articles were excluded because they lacked any new content, and the content was duplicated in other studies and an article was dropped out due to dealing with the issue too briefly. Finally, 18 articles were analyzed. 8 articles were descriptive and the rest were experimental. Since Persian literature has explored the challenges of implementation and evaluation of learning methods far less, attempts were made to further address these challenges so as to be able to provide appropriate approaches to use these methods in nursing education through analyzing them. 

Conclusion:

Several criteria have led learning to turn to active learning methods. Yet many challenges have still remained in the implementation and evaluation of these methods. In addition, due to novelty of this practice, in reviewing the research, these methods were used more on medical students. While with respect to the effect of learning methods on clinical reasoning and the importance of this skill in nursing as an important component of making clinical decisions, doing research focusing on this approach seems to be necessary.