Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study

Abstract

Objective: This study sought to understand the effects of a pedagogical resource combining a multi-moment debriefing model with reflective journaling that is designed to develop reflective competence.Design: A qualitative educational study was used with an instrumental case study design.Participating in the study were 32 nursing students who wrote 96 individual reflective journals in accordance with each moment (M1, M2, M3) of the proposed reflective practice resource.The journaling was conducted during both the clinical simulation activity and the period of clinical practice. Methods: The reflective journals resulting from the high-fidelity clinical simulation process were used to explore three moments of learning: debriefing immediately after simulation, postscenario debriefing, and clinical practice. The typology of content analysis used was classical content analysis, which followed a deductive logic, since to assess reflection levels the 5Rs Reflective Writing Scale was used.Results: In the post simulation moment (M1), students produced a greater number of meaningful units associated with a level of strategic narrative reflection. During clinical practice however reflection was more analytical, with the highest level of reflection. Conclusion:Nursing students developed reflective competence through an iterative process of reflective practice establishing a continuum between simulation experience and clinical.

Simulación Clínica: percepción sobre su efectividad en estudiantes de enfermería de Costa Rica

“…La educación superior debe generar experiencias, generalización y mejores prácticas (24) . Aspectos que se cumplen cuando los estudiantes se consideran capaces de instruir a sus pacientes sobre su proceso de salud-enfermedad y de sentirse empoderados al tomar decisiones, esto es vital para el fortalecimiento de la identidad profesional, porque se genera una conciencia de sí mismo y de sus capacidades (25) .…”

“…Cárdenas et al mencionado por (24) , explican que la enseñanza es una práctica intencionada o dirigida a que los estudiantes progresen y socialicen mientras construyen conocimiento. Las experiencias en si mismas no generan el aprendizaje significativo, sino que este nace de una reflexión de su aplicación, que favorece la generación de conocimiento práctico fundamentado.…”

Development of a Standardised Process of Scenario Writing Through a Virtual Assistant Model in Nursing Teaching

“…Simulation through an arti cial environment recreates a real situation to practice, learn, validate, test or develop an understanding of human systems or actions, with a high degree of interactivity and realism for participants [3,4,8,12,19,20,31,32]. As a didactic technique, clinical simulation requires basic skills from teachers, namely the mastery of concepts, attitudes and procedures [22,33], demanding rigorous and systematic planning yet exible [23].…”

“…Many authors consider clinical simulation as an area of excellence that allows for the mobilization of knowledge, the development of skills, abilities, and attitudes, empowering students in decision-making, problem-solving, and constituting an integrative learning [3,4,[9][10][11][12][13][14]. Throughout this process, students are expected to be able to develop cognitive, instrumental, relational, and critical-re ective competencies that favour the development of a professional pro le and identity, following the principles and values of the profession [14].…”

Jurnal Reflektif Sebagai Jembatan Gap Dunia Pendidikan Dan Praktik Klinis Keperawatan

“…Refleksi jurnal dilakukan saat mereka praktik di rumah sakit dapat dijadikan sebagai strategi menggabungkan pengetahuan dan pengalaman sehingga mahaiswa mampu meningkatkan pengetahuan diri, mengembangkan kemampuan memecahkan masalah, dan membuat keputusan klinis (Murillo-Llorente et al, 2021). Refleksi yang dilakuakan selama simulasi praktik membuat mahasiswa mendalami pembelajaran, sedangkan refleksi selama praktik mampu meningkatkan analisis, sehingga klinis lebih kritis (Roca, Reguant, Tort, & Canet, 2020).…”