Measurable reflection in simulation: A pilot study.

Szczegóły
Abstrakt

Tytuł:: Measurable reflection in simulation: A pilot study.
Autorzy:: Lundquist LL; Dental Hygiene Department, Eastern Washington University Spokane, Spokane, Washington, USA.
Bilich LA; Dental Hygiene Department, Eastern Washington University Spokane, Spokane, Washington, USA.
Jackson SC; Dental Hygiene Department, Eastern Washington University Spokane, Spokane, Washington, USA.
Stevens KV; College of Nursing, Washington State University, Spokane, Washington, USA.
Tipton EJ; Department of Information Systems and Business Analytics, College of Business, Eastern Washington University Spokane, Spokane, Washington, USA.
Źródło:: Journal of dental education [J Dent Educ] 2021 May; Vol. 85 (5), pp. 606-614. Date of Electronic Publication: 2020 Dec 24.
Typ publikacji:: Journal Article
Język:: English
Imprint Name(s):: Publication: 2020- : Hoboken, NJ : Wiley-Blackwell
Original Publication: [Washington, etc.] American Assn. of Dental Schools.
MeSH Terms:: Patient Simulation*
Simulation Training*
Clinical Competence ; Humans ; Learning ; Pilot Projects ; Problem-Based Learning ; Students
References:: Asadoorian J, Schonwetter DJ, Lavigne SE. Developing reflective health care practitioners: learning from experience in dental hygiene education. Journal of Dental Education 201;75(4):472-484.
Ng SL, Kinsella EA, Friesen F, Hodges B. Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review. Med Educ. 2015;49(5):461-475.
Embo M, Driessen E, Valcke M, Van der V. Relationship between reflection ability and clinical performance: a cross-sectional and retrospective-longitudinal correlational cohort study in midwifery. Midwifery. 2015;31(1):90-94.
Commission on Dental Accreditation. Accreditation standards for dental education programs. Chicago: American Dental Association, 2020.
Sabus C, Macauley K. Simulation in physical therapy education and practice: opportunities and evidence-based instruction to achieve meaningful learning outcomes. Journal of Physical Therapy Education. 2016;30(1):3-13.
Gaba DM. The future vision of simulation in health care. Quality and Safety in Healthcare. 2004. 13. https://doi.org/10.1136/qshc.2004.009878.
Fey MK, Jenkins LS. Debriefing practices in nursing education programs: results from a national study. Nurs Educ Perspect. 2015;36(6):361-366. 6p.
Cheng A, Eppich W, Grant V, et al. Developing reflective health care practitioners: learning from experience in dental hygiene education. J Dent Educ. 2011;75(4):472-484.
Forneris SG, Neal DO, Tiffany J, et al. Enhancing clinical reasoning through simulation debriefing: a multisite study. Nurs Educ Perspect. 2015;36(5):304-310.
Schwindt R, McNelis A. Integrating simulation into a reflection centered graduate psychiatric/mental health nursing curriculum. Nurs Educ Perspect. 2015;36(5):326-328. .
Lisko SA, O'Dell V. Integration of theory and practice: experiential learning theory and nursing education. Nursing Education Perspectives (National League for Nursing). 2010;31(2):106-108.
Sewchuk DH. Experiential learning: a theoretical framework for perioperative education. AORN J. 2005;81(6):1311-1318.
Lopreiato JO, Downing D, Gammon W, et al. Healthcare Simulation Dictionary. 2016.
Wetmore A, Boyd L, Bowen DM, Pattillo RE. Reflective blogs in clinical education to promote critical thinking in dental hygiene students. J Dent Educ. 2010;74(12):1337-1350.
Fugard A, Potts H. Supporting thinking on sample sizes for thematic analyses: a quantitative tool. International Journal of Social Research Methodology. 2015;18(6).
Waring T, Wainwright T. Issues and challenges in the use of template analysis: two comparative case studies from the Field. Electronic Journal of Business Research Methods. 2008;6(1):85-94.
Brooks J, McCluskey S, Turley E, King N. The utility of template analysis in qualitative psychology research. Qualitative Research in Psychology. 2015;12(2):202-222.
Tsang AKL. Oral health students as reflective practitioners: changing patterns of student clinical reflections over a period of 12 months. J Dent Hyg. 2012;86(2):120-129.
Duffy A. Guided reflection: a discussion of the essential components. Br J Nurs. 2008;17(5):334-339.
Contributed Indexing:: Keywords: dental hygiene education; educational assessment; educational measurement; health education; patient simulation
Entry Date(s):: Date Created: 20201228 Date Completed: 20210517 Latest Revision: 20210517
Update Code:: 20240105
DOI:: 10.1002/jdd.12506
PMID:: 33368282
: Czasopismo naukowe

Purpose: Debriefing is considered a cornerstone in the success of simulated learning practices. For debriefing to be productive and meaningful, reflection of the learners is essential. Measuring reflection during debriefing has proven to be difficult. This study aimed to validate a reflection rubric based on Kolb's Theory of Experiential Learning and integrate the assessment tool into simulation debriefing practice.
Methods: This research was a non-experimental mixed-methods, sequential explanatory design. Validation for the rubric was accomplished by expert content review and an observation process. Students participated in a standardized patient simulation (SPS) portraying a patient with bipolar disorder. The SPS debriefings were recorded and thematically coded to determine the quality and level of reflection of the students according to the following rubric criteria based on Kolb's theory: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualism, and (4) Active Experimentation. A descriptive statistical analysis of student responses was applied.
Results: The Debriefing Reflection Rubric was successful in determining the level of reflection in the dental hygiene students; further descriptive results were evaluated by a thematic analysis of student responses (N = 173). Student responses demonstrated reflective observations and concrete experiences (n = 112); however, dental hygiene students demonstrated limited responses (n = 61) to abstract conceptualism and connecting their experience to future goals and experimentation.
Conclusion: The Debriefing Reflection Rubric, based on Kolb's Theory of Experiential Learning, was successful in measuring a learner's level and quality of reflection during a simulation debriefing.
(© 2020 American Dental Education Association.)

Informacja