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

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. Participat...

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Autores: Roca, Judith, Reguant Álvarez, Mercedes, Tort, Glòria, Canet, Olga
Tipo de documento: artigo
Estado:Versión aceptada para publicación
Data de publicação:2020
País:España
Recursos:Universidad de Barcelona
Repositório:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/183668
Acesso em linha:https://hdl.handle.net/2445/183668
Access Level:Acceso aberto
Palavra-chave:Recursos educatius
Ensenyament reflexiu
Ensenyament de la infermeria
Investigació qualitativa
Educational resources
Reflective teaching
Nursing education
Qualitative research
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spelling Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative studyRoca, JudithReguant Álvarez, MercedesTort, GlòriaCanet, OlgaRecursos educatiusEnsenyament reflexiuEnsenyament de la infermeriaInvestigació qualitativaEducational resourcesReflective teachingNursing educationQualitative researchObjective: 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, post-scenario 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.Elsevier2020info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2445/183668Articles publicats en revistes (Mètodes d'Investigació i Diagnòstic en Educació)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésVersió postprint del document publicat a: https://doi.org/10.1016/j.nedt.2020.104520Nurse Education Today, 2020, vol. 92, p. 104520https://doi.org/10.1016/j.nedt.2020.104520cc-by-nc-nd (c) Churchill Livingstone, 2020https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1836682026-05-27T06:46:51Z
dc.title.none.fl_str_mv Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study
title Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study
spellingShingle Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study
Roca, Judith
Recursos educatius
Ensenyament reflexiu
Ensenyament de la infermeria
Investigació qualitativa
Educational resources
Reflective teaching
Nursing education
Qualitative research
title_short Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study
title_full Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study
title_fullStr Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study
title_full_unstemmed Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study
title_sort Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study
dc.creator.none.fl_str_mv Roca, Judith
Reguant Álvarez, Mercedes
Tort, Glòria
Canet, Olga
author Roca, Judith
author_facet Roca, Judith
Reguant Álvarez, Mercedes
Tort, Glòria
Canet, Olga
author_role author
author2 Reguant Álvarez, Mercedes
Tort, Glòria
Canet, Olga
author2_role author
author
author
dc.subject.none.fl_str_mv Recursos educatius
Ensenyament reflexiu
Ensenyament de la infermeria
Investigació qualitativa
Educational resources
Reflective teaching
Nursing education
Qualitative research
topic Recursos educatius
Ensenyament reflexiu
Ensenyament de la infermeria
Investigació qualitativa
Educational resources
Reflective teaching
Nursing education
Qualitative research
description 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, post-scenario 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.
publishDate 2020
dc.date.none.fl_str_mv 2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/183668
url https://hdl.handle.net/2445/183668
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1016/j.nedt.2020.104520
Nurse Education Today, 2020, vol. 92, p. 104520
https://doi.org/10.1016/j.nedt.2020.104520
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Churchill Livingstone, 2020
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc-nd (c) Churchill Livingstone, 2020
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv Articles publicats en revistes (Mètodes d'Investigació i Diagnòstic en Educació)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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