Reflective Redo From the Point of Error

Scoresby, Jon; Shelton, Brett E.

doi:10.1177/1046878114549426

Cited by 7 publications

(5 citation statements)

References 51 publications

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“…The difference in knowledge of sepsis gained by didactic instruction or simulation alone is unclear due to assessments obtained after the combined interventions. Previous studies [20,43] support both didactic instruction and simulation as an effective strategy to support metacognition.…”

Section: Knowledge Findingsmentioning

confidence: 93%

“…Results indicated that there was no transfer of decision-making capability. [19] Scoresby and Shelton [20] studied undergraduate college students' learning using 3D simulation to re-do their actions by focusing on the point of error. Results indicated that students used metacognition and reflection in varying degrees as a scaffolding mechanism to identify their failure and avoid making the same mistakes.…”

Section: Repeat/repetition Simulationmentioning

confidence: 99%

“…Emerging evidence suggests that simulation-based education's efficiency is related to the frequency of simulation exposure [14][15][16][17][18][19] and increased opportunities for reflection. [20,21] However, there is a gap in research exploring the use of repetitive simulation exposures and reflection with pre-licensure students' sepsis specific knowledge and skill. This article evaluates the use of a repeat simulation learning strategy in developing undergraduate nursing students' knowledge and skills in caring for patients in septic shock.…”

Section: Introductionmentioning

confidence: 99%

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The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

Maguire

White

Brannan

et al. 2020

JNEP

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Background: Prelicensure nursing students possess minimal knowledge and skill to implement sepsis protocols effectively. This article evaluates an educational project to assess the impact of a repeat septic shock simulation on pre-licensure nursing students' knowledge and skill competency. Methods: A quasi-experimental, repeated measures, pre-post design strategy was used to evaluate a repeat septic shock simulation. A convenience sample of one-hundred-forty-three (N = 143) senior baccalaureate nursing students enrolled in the study. The project consisted of a septic shock didactic session, septic shock simulation with a high-fidelity mannequin, debrief, repeat simulation followed by a second debrief as a component of a complex health nursing course. Ninety-seven (n = 97) participants were randomly assigned to groups of up to five students to participate in a repeat septic shock simulation. Forty-six (n = 46) participants were randomly assigned to up to five students and served as a control group. The control group participated in all study elements except the repeat simulation.Results: The percent change in nursing students’ knowledge scores from Pre-simulation to Post-simulation was statistically significant (p < .001). The initial and repeat simulation realized modest gains in competency scores between the initial and repeated simulation.Conclusions: Providing concurrent experiences using a screening tool in real-time while simultaneously providing an opportunity to practice and refine clinical judgment through a repeat simulation proved effective.

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Section: Knowledge Findingsmentioning

confidence: 93%

Section: Repeat/repetition Simulationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

Maguire

White

Brannan

et al. 2020

JNEP

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“…These results are like other studies and suggest simulation-based education's effectiveness is related to increased reflection time. [6,29,30] The immediate repeat of the simulation resulted in two faculty facilitated debrief sessions thus creating greater support and reflection time. Second, simulation standards [11] call for educators to evaluate the effectiveness of scenarios.…”

Section: Positive Reactionsmentioning

confidence: 99%

“…[2] Airline pilots, astronauts, and the military frequently rehearse complex skills in a simulated environment to improve performance. [3][4][5] Nursing students also rehearse the execution of complex tasks in simulation; [6,7] however, only one study describes the effect of nursing students imme-diately repeating a scenario to improve performance. [8] The impact of immediate repetitive experiential practice on the affective domain of nursing students in a simulated learning environment is novel and underreported.…”

Section: Introductionmentioning

confidence: 99%

Immediate repeat of a septic shock simulation: Nursing students’ lived experience

Maguire

White²

2021

JNEP

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Background and objective: The COVID-19 pandemic has placed a significant increase for the need of high quality, high fidelity simulation practices to replace limited clinical experiences. Repetitive experiential practice is a training strategy used among professionals to bridge theoretical concepts to action. Furthermore, immediate repetitive experiential practice in a simulation environment is a novel approach that holds promise for learners to improve their response to critical conditions through increased faculty guided reflection. This study aimed to explore student attitudes regarding an immediate repeat of a simulation as a first step to explore training effectiveness.Methods: Students enrolled in a complex health baccalaureate nursing course participated in an immediate repeat of a septic shock simulation. An interpretive phenomenological approach was utilized to better understand undergraduate nursing students' lived experience of learning through a repeat septic shock simulation.Results: Three themes emerged: Appreciation of Knowledge, Awareness of Skill, and Awareness of Attitudes.Conclusions: Learners found an immediate repeat of the simulation a valuable teaching strategy. Participants described a growing sense of differentiating priorities when managing a patient in septic shock. The immediate repeat simulation was deemed impactful to the learners’ knowledge, skills, and attitudes. This is a viable option for educators to incorporate at a time when forced to utilize simulation experiences to replace limited clinical opportunities.

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The case for metacognitive reflection: a theory integrative review with implications for medical education

Merkebu,

Veen,

Hosseini

et al. 2024

Adv in Health Sci Educ

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The concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across diverse bodies of literature with the goal of understanding what metacognitive reflection is. We searched PubMed, Embase, CINAHL, PsychInfo, and Web of Science databases, including all peer-reviewed research articles and theoretical papers as well as book chapters that addressed the topic, with no limitations for date, language, or location. A total of 733 articles were identified and 87 were chosen after careful review and application of exclusion criteria. The work of conceptually and empirically delineating metacognitive reflection has begun. Contributions have been made to root metacognitive reflection in the concept of metacognition and moving beyond it to engage in cycles of reflection. Other work has underscored its affective component, transformational nature, and contextual factors. Despite this merging of threads to develop a richer conceptualization, a theory of how metacognitive reflection works is elusive. Debates address whether metacognition drives reflection or vice versa. It has also been suggested that learners evolve along on a continuum from thinking, to task-related reflection, to self-reflection, and finally to metacognitive reflection. Based on prior theory and research, as well as the findings of this review, we propose the following conceptualization: Metacognitive reflection involves heightened internal observation, awareness, monitoring, and regulation of our own knowledge, experiences, and emotions by questioning and examining cognition and emotional processes to continually refine and enhance our perspectives and decisions while thoughtfully accounting for context. We argue that metacognitive reflection brings a shift in perspective and can support valuable reconceptualization for lifelong learning.

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Reflective Redo From the Point of Error

Cited by 7 publications

References 51 publications

The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

Immediate repeat of a septic shock simulation: Nursing students’ lived experience

The case for metacognitive reflection: a theory integrative review with implications for medical education

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