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Authors

  1. Nagle, Amy MSN, RN, CNE, CHSE
  2. Foli, Karen J. PhD, RN, FAAN

Abstract

Background: Guided reflection during a debriefing after the simulation is a critical component of learning and is essential for clinical judgment development. However, the literature describing student-centered reflection during debriefing is only beginning to emerge.

 

Purpose: This study aimed to explore concordance between student-centered reflection concept characteristics and describe students' experiences related to reflection during an optimal simulation debriefing.

 

Methods: This was a descriptive, mixed-methods study.

 

Results: Quantitative responses (N = 175; 67% response rate) confirmed participants' concordance with student-centered reflection concept analysis attributes, antecedents, and consequences. Analysis of open-ended questions highlighted internal and external factors influencing students' reflections. A recurring theme was the importance of faculty and peers in creating a safe, supportive environment for reflections.

 

Conclusions: Findings support the concordance of student-centered reflection and provide valuable insights into the internal and external factors influencing this reflection.