Introduction of a new reflective framework to enhance students’ simulation learning : a preliminary evaluation

Abstract

Over the last decade reflective practice has become an integral component of simulation learning that is aligned to learning outcomes in various undergraduate and post graduate health care curricula at the University of Hertfordshire (UH). Ongoing formative evaluations of learning and teaching methodologies in the simulation context have identified the need for an integrative pedagogic framework in order to maximise reflective learning from simulation approaches. This culminated in the development and design of a reflective simulation framework (RSF) to guide and enhance the students’ abilities, both during and after their simulation learning experiences. A recent preliminary survey (n=42) was conducted with undergraduate nursing and paramedic students to identify the actual and potential use of the RSF. The data collected indicated that the majority of students are in favour of using the framework for addressing a variety of learning needs, including knowledge development, reflective assignments, and more particularly for feedback and review of the simulation experience and clinical practice issues. The aspects of the framework less favourably scored related to the embedding of reflective learning and planning future actions, suggesting that some students use the framework more for their immediate practical needs rather than for the intermediate planning and longer term applications of reflective practice such as synthesis of learning. That is not to say that students do not think about those aspects of the reflective process and further in-depth studies are strongly recommended for exploring these results in more details.