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Seeking autonomy: Grounded theory of clinical reasoning processes during simulation based experiences
El Hussein Mohamed1, Harvey Giuliana2
1Mount Royal University, Canada; University of Calgary, Canada; Division of Cardiology, AlbertaHealth Services, Canada.
Nurse Education in Practice
|July 15, 2022
Summary
Undergraduate nursing students
Area of Science:
- Nursing Education
- Clinical Reasoning
- Simulation-Based Experiences
Background:
- Clinical reasoning processes in nursing students during Simulation-Based Experiences (SBE) are not well understood.
- Existing literature lacks comprehensive conceptualization of how students think and reason within SBEs.
Purpose of the Study:
- To conceptualize the reasoning and thinking processes of undergraduate nursing students during Simulation-Based Experiences (SBE).
- To identify indicators of sound clinical judgment within the SBE context for nursing students.
Main Methods:
- A constructivist grounded theory methodology was employed.
- Data were collected through semi-structured interviews with 32 third-year nursing students over nine months (2020-2021).
- Constant comparative analysis, memoing, theoretical sampling, and conceptual mapping were used for data analysis.
Main Results:
- 'Seeking autonomy' emerged as the core category explaining students' reasoning processes during SBEs.
- This finding provides a conceptual framework for understanding student thinking in simulated clinical environments.
Conclusions:
- Simulation-Based Experiences (SBE) effectively support the development of clinical reasoning skills in nursing students.
- Findings validate the use of SBEs in preparing competent and practice-ready nurses.
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