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Authors

  1. Revell, Susan M. Hunter PhD, RN
  2. Sethares, Kristen A. PhD, RN, CNE, FAHA, FHFSA
  3. Chin, Elizabeth Danells PhD, RN
  4. Kellogg, Marni B. PhD, RN
  5. Armstrong, Deborah PhD, RN
  6. Reynolds, Teresa MS, RN

Abstract

Background: Research suggests that clinical practicums in hospital-based settings are important, even if condensed, to provide students with the opportunity for real-world learning experiences. Rational dialogue makes learning meaningful and empowers students to learn by reflecting on experiences.

 

Problem: The COVID-19 pandemic minimized availability of traditional one-to-one mentorship practicums.

 

Approach: This article describes the use of critical reflection on experiences in an undergraduate senior mentorship course to assess student learning through the thematic analysis of writing assignments. Guided by Mezirow's transformative learning theory, students completed a traditional group clinical practice, written reflective journals and virtual seminars focused on role development, and reflection on concurrent learning in clinical and simulation experiences.

 

Outcomes: Transformative learning was evident in their writing. Student journals demonstrated themes of responding to change, discovering resilience, developing confidence, finding gratitude, embracing advocacy, and transforming and becoming.

 

Conclusions: Through critical reflection, students recognized the opportunities mentorship afforded them, despite challenges.