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

Area of Science:

• Nursing Education
• Medical Simulation
• Reflective Practice

Background:

• Developing reflective competence is crucial for nursing students.
• Traditional pedagogical methods may not fully bridge simulation and clinical practice.
• A novel approach integrating debriefing and journaling was explored.

Purpose of the Study:

• To evaluate a pedagogical resource designed to foster reflective competence in nursing students.
• To understand the impact of multi-moment debriefing and reflective journaling on student learning.
• To assess the development of reflective skills across simulation and clinical settings.

Main Methods:

• Qualitative instrumental case study design.
• 32 nursing students completed 96 reflective journals across three moments (M1, M2, M3).
• Classical content analysis with the 5Rs Reflective Writing Scale was employed.

Main Results:

• Students demonstrated strategic narrative reflection immediately post-simulation (M1).
• Higher levels of analytical reflection were observed during clinical practice.
• The pedagogical resource facilitated a continuum of learning from simulation to practice.

Conclusions:

• The pedagogical resource effectively enhanced nursing students' reflective competence.
• An iterative process of reflective practice linked simulation and clinical experiences.
• This approach supports the integration of theoretical knowledge and practical application.