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Scaled modeling is a fundamental technique in engineering, enabling the study of large and complex systems by creating smaller, manageable replicas that recreate critical characteristics of the original. In hydrology and civil infrastructure, for example, scaled models of dams help analyze water flow, turbulence, and pressure. This method allows for accurate predictions of real-world behavior within a controlled environment, significantly reducing the cost and time involved in full-scale...
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Reflection-in-action during high-fidelity simulation: A concept analysis.

Jessica Mulli1, Lorelli Nowell1, Candace Lind1

  • 1Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.

Nurse Education Today
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PubMed
Summary

Reflection-in-action during high-fidelity simulation requires learners to pause, identify critical learning moments, and discuss them aloud. This process enhances nursing education and supports future strategy development.

Keywords:
High-fidelity simulationNursing educationReflection-in-action

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Area of Science:

  • Healthcare simulation education
  • Nursing education research
  • Concept analysis in healthcare

Background:

  • Reflection-in-action is a crucial but complex concept in high-fidelity simulation.
  • Understanding its defining attributes is essential for effective pedagogical strategies.
  • Existing literature requires synthesis to establish a theoretical foundation.

Purpose of the Study:

  • To conduct an in-depth concept analysis of reflection-in-action within high-fidelity simulation.
  • To identify current knowledge and establish a foundation for theory development.
  • To enhance nursing educators' ability to cultivate this skill.

Main Methods:

  • Systematic concept analysis using Walker and Avant's framework.
  • Comprehensive literature review across multiple databases (PubMed, Eric, PsychInfo, etc.).
  • Hand-searching key simulation journals and reference lists.

Main Results:

  • Identified 22 relevant articles published between 1998 and 2019.
  • Defined four key attributes: occurs during simulation, involves critical learning junctures, requires a pause in action, and necessitates out-loud knowledge sharing.
  • Identified antecedents, consequences, and empirical referents of the concept.

Conclusions:

  • Findings can improve nursing educators' support for reflection-in-action in simulation.
  • Establishes a foundation for developing targeted reflection-in-action strategies.
  • Provides direction for future research in high-fidelity simulation nursing education.