The Effect of Structured Reflection on Nurse Practitioner Students? Diagnostic Reasoning Within Simulation: Qualitative Outcomes of a Mixed Methods Experiment

被引：5

作者：

Griffith, Patricia B. ^{[1
,2
]}

Mariani, Bette A. ^{[1
]}

Kelly, Michelle M. ^{[1
]}

机构：

[1] Villanova Univ, M Louise Fitzpatrick Coll Nursing, Villanova, PA 19085 USA

[2] Univ Penn, Sch Nursing, Philadelphia, PA 19104 USA

来源：

CLINICAL SIMULATION IN NURSING | 2023年 / 79卷

关键词：

Differential diagnosis; Clinical reasoning; Nurse practitioner; Education; Cognitive bias; ERRORS; EDUCATION;

D O I：

10.1016/j.ecns.2023.02.014

中图分类号：

R47 [护理学];

学科分类号：

1011 ;

摘要：

Background: Medical learners who use structured reflection demonstrated improved diagnostic accu-racy. This has not been explored in nurse practitioner students. Methods: The qualitative purpose of the mixed methods intervention study was to understand how nurse practitioner students experience cognitive bias and their perception of structured reflection's utility to explain any diagnostic reasoning competency and accuracy changes within simulation. Qualitative description was used to explore themes. Results: Structured reflection users noted its utility was diagnostic justification. Control participants did not identify using structured reflection but did note using its disconfirming elements for why they changed their initial diagnosis. Conclusion: Structured reflection education and application may build competency.

引用

页码：6 / 19

页数：14

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