Highlights
- •Psychological safety impacts the learners' ability to engage in critical reflection.
- •Without faculty training, engagement in critical reflection may not occur.
- •Engagement of the learners in critical reflection is essential to fostering a change in perspective.
Abstract
Background
The design of transformative learning experiences for nurse practitioner students
as they shift roles is an ongoing challenge for nurse educators. The use of simulation-based
experiential learning and, in particular, debriefing to promote reflection and perspective
transformation (PT) may be integral to successful design. In this student population,
PT is the shifting of their professional nursing perspective to include medical decision
making.
Methods
This mixed methods study examined the effectiveness of a structured model of debriefing,
Debriefing with Good Judgment, on acute care nurse practitioner students' reflective ability and PT.
Results
Twenty-two students participated in the study. Reflective ability (p = .289) did not differ between groups over time. However, PT was influenced by the
interaction between time and group assignment at a statistically significant level
(p = .049; ŋp2 = 0.125). The intervention group reported a higher incidence of PT (χ2[2] = 6.443; p = .040). The qualitative data supported these findings with participants in the intervention
group engaging in deep reflection.
Conclusions
The use of a structured facilitated model of debriefing, Debriefing with Good Judgment,
resulted in a significantly higher rate of PT.
Keywords
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© 2015 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
