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Digital Gibbs Reflective Coaching Enhances Research Competency in Nursing Students: Randomized Trial
Background:
Developing research competency remains challenging in undergraduate nursing education. This study evaluated a digitally-facilitated Gibbs reflective cycle coaching model for enhancing research competency among Bachelor of Science in Nursing (BSN) students.
Method:
A 16-week parallel-group randomized controlled trial was conducted with 91 BSN students (intervention group: n = 45; control group: n = 46). The intervention featured structured digital reflection journals, peer feedback, and individualized coaching.
Results:
The intervention group demonstrated significantly greater improvement in research competency assessment scores compared with the control group (mean change: 3.08 vs. 1.02; p < .001, d = 1.66). Large effect sizes also were observed for reflective practice quality (d = 1.71) and self-efficacy in research (d = 1.49). Reflective practice quality strongly correlated with competency gains (ρ = 0.83).
Conclusion:
The digitally-facilitated Gibbs reflective cycle model significantly enhanced BSN students' research competency at a single site, warranting multisite replication.
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