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首页> 外文期刊>The Journal of nursing education >Simulation With Debriefing and Guided Reflective Journaling to Stimulate Critical Thinking in Prelicensure Baccalaureate Degree Nursing Students
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Simulation With Debriefing and Guided Reflective Journaling to Stimulate Critical Thinking in Prelicensure Baccalaureate Degree Nursing Students

机译：汇报和引导性反思日记模拟，以激发批判性思维，对预科文凭学生进行批判

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摘要

Background: Simulation and guided reflective journaling have been identified as effective teaching and learning methods to develop critical thinking (CT) and clinical reasoning skills in nursing students. Method: A descriptive correlational design was used to determine the relationship between CT and level of reflection using the Holistic Critical Thinking Skills Rubric (HCTSR) and the level of reflection on action assessment (LORAA), respectively, to evaluate 23 baccalaureate student-guided reflective journal entries after a simulation exercise with guided debriefing and after two subsequent clinical experiences. Results: A statistically significant positive relationship (p<.01) was found between mean HCTSR and LORAA scores on all three journal entries, but no relationship to CT during simulation or on standardized test scores. The results also indicated support for use of the guided reflection after significant learning experiences. Conclusions: The LORAA and the HCTSR are effective measures of level of reflection and CT to evaluate learning from simulation and clinical experiences.
机译：背景：模拟和引导式反思日记被确定为在护理专业学生中发展批判性思维（CT）和临床推理技能的有效教学方法。方法：采用描述性相关设计，分别使用整体批判性思维技巧（HCTSR）和行动评估的反思水平（LORAA）来确定CT与反思水平之间的关系，以评估23个学士学位的学生指导的反思经过指导汇报的模拟练习以及随后的两次临床经验后的日记条目。结果：在所有三本期刊条目中，平均HCTSR和LORAA得分之间存在统计学上显着的正相关（p <.01），但在模拟或标准化测试得分中与CT无关。结果还表明，在获得大量学习经验之后，支持使用引导反射。结论：LORAA和HCTSR是评估反射水平和CT的有效手段，可评估从模拟和临床经验中获得的学习。

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